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Responsibility and 

Mission of the 

Youth of the Church 

by President David 0. McKay 

"Abide ye in the liberty wherewith ye are made 
free. ..." (Doctrine and Covenants 88:86.) 

". . . And the truth shall make you free." (John 

Fundamental in that "truth" is the free agency 
given to us — the right to think and act as we wish — 
a God-given blessing as precious as life itself, without 
which we should not be able to progress nor be 

Two Great Ideologies 

I should like to say that emphasis upon "liberty" 
is most timely at present, not only in the United 
States, but throughout the world. Two great ideolo- 
gies are now being heralded before the nations of the 
world. One is that the individual is a vassal of the 
state. He or she must do what the state demands. 
That is not liberty. The other is that the individual 
is independent, an individual entity; and the state 
exists for the good of that individual, and to pro- 
tect that individual in his or her liberties. 

This contrast was emphasized some time ago in 
Washington. A senator met a representative from 
Russia, and during the conversation, while the sena- 
tor gripped the Russian's hand, the senator from the 
United States said, "We pray." The Communist 
answered, "We do not pray." 

"There," said the senator, "is one of the para- 
mount differences between the democratic state and 
the autocratic, domineering Russian policy — belief 
in God, our ideal; denial of the existence of God, 

Abide ye in the liberty wherewith ye are made 

Let me remind you — 

So, whatever it is you are wanting to be, 
Remember, to fashion the choice you are free. 
Kindly or selfish, or gentle or strong, 
Keeping the right way or taking the wrong, 

Careless of honor or guarding your pride, 
All these are questions which you must decide. 
Yours the selection, whichever you do; 
The thing men call character's all up to you! 1 

Man, A Mighty Colossus 

When the announcement was made of man's 
conquering Mount Everest, the world's highest 
known peak, the world was greatly stirred. One 
more epoch of courage and endurance man had added 
to his list of achievements over nature. For nearly 

(Continued on following page.) 

iFrom "You," by Edgar A. Guest, in The Light of Faith; The 
Reilly & Lee Company, Chicago, Illinois, 1926; page 133. Used by 

(For Course 9, lesson of October 22, "The Gospel — a Plan for 
Right Living"; for Course 17, lesson of November 19, "Jacob"; for 
Course 19, lesson of December 17, "True Teachings of Christ Re- 
stored"; for Course 25, lesson of November 19, "Ye Shall Know of 
the Doctrine"; for Course 27, lessons of October 15 and 29, "The 
Agency of Man" and "Mortal Probation"; for Course 29, lesson of 
October 29, "Free Agency; Accountability; Sin; Punishment"; to 
support family home evening lessons 11 and 13; and of general 

Photo by H. Armstrong Roberts. 

"Abide ye in the liberty wherewith ye are made free." 




half a century man had attempted to accomplish 
this seemingly impossible feat. At last, as a mighty 
colossus, man stood astride the hitherto uncon- 
quered Mount Everest. 

It is a great achievement to stand atop Mount 
Everest. The Queen of England knighted the man 
who achieved it. I was very much interested when 
we received the announcement of that thrilling con- 
quest; of the difficulties encountered. Here are 
some of them: 

Treacherous glaciers and icefalls guard the top 
of Everest. Freezing wind blasts are likely to hurl 
rocks and chunks of ice at a climber. In 1924, two 
Britons were seen to pass the 28,200-foot level, and 
then were enveloped in a wind- whipped cloud of 
snow. They were never seen again. 

For centuries man has desired to conquer nature. 
Now he has accomplished that feat, but the uncon- 
quered spirit of man yearns for other unchartered 
realms. Plans are now well on the way for a land- 
ing on the moon, and even a trip to Mars does not 
seem to be an impossibility. 

Now man has conquered the air, the ocean. He 
has overcome distance. He now speeds through 
space. He is master of everything except himself. 


Now let us emphasize the other element: "En- 
tangle not yourselves in sin." (Doctrine and Cove- 
nants 88:86.) Yours the selection, you have the 
right, you do as you please, and nobody will deprive 
you of that privilege. But let us consider this. 

"Entangle not yourselves in sin." Young men and 
women, my first thought is that you realize the re- 
sponsibility that comes with your "free agency," and 
realize that what you think today and what you 
do today will largely determine what your great 
nation will be, for it has been truly said that, 

The destiny of any nation at any given time de- 
pends on the opinions of its young men under five 
and twenty. — Goethe. 

Never before in history was the state in greater 
need of young men who cherish the higher life in 
preference to the sordid, the selfish, and the obscene. 
What your opinions are today regarding life and its 
objectives will determine what your country will be 
tomorrow. This is pertinent. 

What about spiritual power and the power of 

judgment, discretion, and self-control? Unless there 
is development of character equal to the expansion 
of physical forces, there is trouble ahead. 

It has been said that the purpose of life may be 
summed up in one sentence: "To subdue matter 
that we might realize the ideal." 

Self-mastery — mastery over temper in the home; 
mastery over quick speech and hasty condemnation, 
controlling the tongue and thus saving heartaches 
and injured feelings; mastery over the appetites. 

Do Not Be Misled 

Young people, you can be in this world, but not 
of the world! You have entered into that state of 
life when you are driven by heavenly-bestowed pas- 
sions. There are some young men who, recognizing 
this fact, say, "Well, having these passions, why 
cannot we gratify them?" And they receive justifi- 
cation sometimes from some modern psychologists, 
false teachers and leaders who say that repression 
is wrong; that indulgence is the natural course of 
life. But I say, do not be misled! 

I repeat, young people, you are in that period of 
life in which your physical nature manifests itself, 
but you must also remember that God has given 
you, in that same period of your life, power of rea- 
soning; He has given you the power of judgment, 
discretion, and self-control, and these for a divine 
purpose. Let reason and judgment be your guide, 
your balance. 

Seeds of Happiness 

This brings me to another fact, equally if not 
more important than those already mentioned. The 
seeds of a happy married life are sown in youth. 
Happiness does not begin at the altar; it begins dur- 
ing the period of youth and courtship. These seeds 
of happiness are sown by your ability to master 
your driving passion. Chastity should be the domi- 
nant virtue among young people — the ideal which the 
world has not accepted, and which many in the 
world will not believe exists or is cherished in the 
hearts of youth. You young men and you young 
women who have been on missions well know how 
astonished some people were when you told of your 
pure life. Some of them said bluntly that they did 
not believe you. But it is true. 

In our Church there is but one standard of 
morality. In the world many people protect their 
girls and daughters, irrespective of religion. They 



know what it means for young girls to be treated 
as slaves or playthings, and they shield their own 
daughters from the ravages of men. But their boys 
are too often left free to prey upon helpless crea- 
tures who are not so protected. 

Thus, in the world you find a double standard, 
but in the Church of Christ there is but a single 
standard. It applies to the boys as well as the girls. 

It is virility and faith which we must exercise in 
The Church of Jesus Christ of Latter-day Saints if 
we are to counteract the dangerous conditions in 
the world today. The Communist leaders blatantly 
declare that they deny Christ and the Gospel and 
Christian principles, and their satellite nations in- 
struct their youth not to believe such things — and 
they constitute millions. Add to that the possibility 
of professing Christians, too many of whom acknowl- 
edge Christian and classical heritage, but do not 
believe in it. Do you see what humanity is facing? 

Our Responsibility 

Our responsibility is to declare Jesus Christ and 
Him crucified, and to set such examples of faith and 
works in the Church world-wide, that millions of 
honest souls who are seeking to know the truth will 
find in the Church what the Christians found in the 
Church in the days of the early apostles. That is the 
responsibility I declare to our young. people today, 
and it is a responsibility which rests upon every 
member of the Church of Jesus Christ in all the 
world. Ours is the responsibility, not merely to ac- 
knowledge the reality of those testimonies, but to 
believe in them, and to make that word of faith a 
reality that will influence men everywhere. 

God give our young people the power to protect 
their liberty by being true to the free agency He has 
given them, and give them strength to master them- 
selves and set an example to the whole world! 

Library File Reference: YOUTH. 


Advisers to the 

General Board: 

General Superintendent: 

First Asst. Gen. Supt.: 

Second Asst. Gen. Supt.: 

General Treasurer: 

Acting General Secretary: 

( Richard L. Evans 
( Howard W. Hunter 

David Lawrence McKay 

Lynn S. Richards 

Royden G. Derrick 

Paul B. Tanner 

Jay W. Mitton 


Associate Editors: 

Business Manager: 

Managing Editor: 

Editorial Assistants: 

Research Editor: 
Art Director: 

Circulation Manager: 


Instructor Secretary: 


Executive Committee: 

Instructor Use and 
Circulation Committee: 


David Lawrence McKay, Lynn S. Richards, Royden G. Derrick, 
Paul B. Tanner, Jay W. Mitton, Claribel W. Aldous, Rue] A. 
Allred, Carlos E. Asay, J. Hugh Baird, Catherine Bowles, John 
S. Boyden, G. Leland Burningham, Marshall T. Burton, Wilford 
M. Burton, Herald L. Carlston, Victor B. Cline, Calvin C. Cook, 
Robert M. Cundick, L. H. Curtis, D. Evan Davis, Carolyn Dunn, 
Reed C. Durham, Jr., Robert L. Egbert, Henry Eyring, Frank 
W. Gay, Elmer J. Hartvigsen, Samuel L. Holmes, Lewis M. 
Jones, A. Laurence Lyon, Thomas J. Parmley, Willis S. Peter- 
son, Rex D. Pinegar, Blaine R. Porter, Eldon H. Puckett, War- 
ren E. Pugh, Ethna R. Reid, Wayne F. Richards, G. Robert 
Ruff, Alexander Schreiner, Carol C. Smith, Joseph Fielding 
Smith, Jr., Donna D. Sorensen, Barbara Jane Vance, Kathryn 
Barnes Vernon, Lorin F. Wheelwright, Frank Wise, Clarence 
E. Wonnacott, Ralph Woodward. 

President David O. McKay 

David Lawrence McKay 
Lorin F. Wheelwright 

Jay W. Mitton 

Burl Shephard 

Virginia Baker 
Goldie B. Despain 

H. George Bickerstafp 

Sherman T. Martin 

LaNeta Taylor 

Marie F. Felt 
Amy J. Pyrah 
A. William Lund 

Lorin F. Wheelwright, chairman; Henry Eyring, G. Robert Ruff, Donna D. Sorensen, 
Reed C. Durham, Jr., Ethna R. Reid. 

G. Robert Ruff, chairman; Calvin C. Cook, Lewis M. Jones, Jay W. Mitton. 

Published by the Deseret Sunday School Union of The Church of 
Jesus Christ of Latter-day Saints, the first day of every month at Salt 
Lake City, Utah. Entered at Salt Lake City Post Office as second class 
matter acceptable for mailing at special rate of postage provided in Sec- 
tion 1103, Act of Oct. 3, 1917, authorized on July 8, 1928. Copyright 1967 
by the Deseret Sunday School Union. All rights reserved. 

Thirty to forty-five days notice required for change of address. When 
ordering a change, please include address slip from a recent issue of the 
magazine. Address changes cannot be made unless the old address as well 
as the new one is included. Also, report the new postal ZIP Code number. 

Mail subscriptions to The Instructor, 79 South State Street, Salt Lake 
City, Utah 84111. Subscription price is $3 per year, paid in advance. 
Single issues, 35 cents each. 

Bound volumes sell for $6.75 when all magazines are furnished by The 
Instructor. When subscriber supplies his own issues, binding charge is $3.75. 

OCTO BER 1967 


Conference call . . . for all 


If you are a Sunday School 
administrator or teacher . . . 
a chorister or organist . . . 
a teaching aids specialist . . . 
an Instructor Use Director . . . 
or a member of a stake presi- 
dency, high council or bishopric 
responsible for Sunday School 
programs, you won't want to 
miss the departmental meetings 
planned to help you. 
Pictured on these pages are just 
a few of the personalities and 
presentations prepared for you. 

Dr. Joe J. Christensen shows how to hold 
interest of teen-age class members Kathy 
Anderson, Kathy Wycherly, and David Carroll 
in Course 17. 

Dr. Elliott Landau demonstrates to his daughter, Karen Sue, and Robert George Bobison, all from Yalecrest 
Ward, some of the sacred Jewish objects that were probably familiar to Jesus when he was a young 
boy. The cabinet in the background which houses the Torahs is called the Ark 0/ the Covenant. Jesus was 
probably called to the Torah on a number 0/ occasions to read from the five boohs of Moses. The prayer 
shawl that the young man is wearing is called a Talit, the skull cap a Yarmulka, and the two little black 
boxes, which the boy wears each morning when he prays, are called the T'fillin, or Phylacteries. 
The Torah pointer is called a Yad. Dr. Landau will discuss these Jewish traditions in Course 13, as part 
of "making the Life of Jesus interesting to 13-year-olds." 

Mr. and Mrs. M. Ross Richards demonstrate to teacher 
Wolfgang Kelm some of the visual aids for adult classes that 
will be shown in Teaching Aids Specialists department. 

Wayne F. Richards and Charles W. Dudley participate in panel with students 
Michele Conn, Michael Dudley and Deborah Jackson designed to show 
"How We Can Make Our Lessons Live in the Lives of Our Students" 
for teachers of Course 15. 



Sunday School workers! 


Teacher Ruth H. Lundgren demonstrates what to do with the five-year-old in Sunday 
School as a part of the filmed classroom situations for Course 5 meeting. Participating 
students (counterclockwise) include Sharon Griffiths, Lynn Bailey, Natalie Bridge, Elaine 
Hoole, Stephen Bowen, Sherie Kiser, Shaun Brandley, and Kyle Burdash. 
John A, Larsen is the cameraman. 

Demonstration of Junior Sunday School music technique is observed by Dr. Evan Davis, 
Donna Erickson, and Dr. Robert Cundick. Chorister is Shirley Davis, with Carol Jarvis as 
accompanist. Participating children are (back row, left to right) Linda Benson, James 
Christensen, Suzanne Pinegar, and Paul Christensen; (front row) Shelley Pinegar, Paul Larsen, 
and Rebecca Larsen. This is just one of many "live" demonstrations that will highlight 
Friday Evening Sunday School Departmental Meetings. 

Helpful brief guide to 
Conference Meetings and Places 

FRIDAY, SEPT. 29 / 6:45-8:30 p.m. 

Course 3: Eleventh. Ward 
951 East 1st South 

Course 5: South Highland Park Ward 
2535 Douglas St. (1240 E.) 

Course 7: Belvedere Ward 

605 Downington (1825 S. State) 

Course 9: Ensign 5th Ward 
K St. at 9th Avenue 

Course 11: Capitol Hill Ward 
413 West Capitol 

Course 13: Rose Park Stake House 
760 N. 11th West 

Course 15: Parley's Stake House 
1870 Parley's Canyon Blvd. 
(About 22nd So. 17th E.) 

Course 17: Emerson Ward 
1053 Emerson Ave. (1485 S.) 

Course 19: Seventeenth Ward 
142 West 1st North 

Course 23: Hillside Stake House 
1400 S. 19th E. 

Course 25: Stratford Ward 
2605 15th E. 

Course 27: Granite Stake Tabernacle 
2005 S. 9th E. 

Course 29: East 12th Ward 
630 E. 1st So. 

Junior Sunday School Music: 

Monument Park 4th Ward 
2235 Roosevelt Ave. (1415 S.) 

Senior Sunday School Music: 

Federal Heights Ward 

1300 Fairfax Rd. 

(N. on Virginia from So. Temple) 

Junior Sunday School Coordinators: 

West Institute of Religion Chapel 
274 University St. 


Bonneville Stake House 
1535 Bonneview Drive 
(1051 S, 15th E.) 

Teaching Aids Specialists: 

Grant First Ward 
605 Mansfield Ave, 
(601 E. 3115 So.) 

SATURDAY, SEPT. 30 / 7:00 a.m. 

Instructor Breakfast: 

University of Utah, Union Building 

SUNDAY, OCT. 1 / 4:15 p.m. 

Junior S. S. Coordinators: 

Seventeenth Ward, 142 W. 1st No. 

SUNDAY, OCT. 1 / 7:00 p.m. 

Sunday School General Conference 

Tabernacle on Temple Square 

OCTO B ER 1967 



A Capsule Guide of October Lessons 
for Home Teachers and Parents 

Gospel Lessons for Little Ones (Course 3; age 3) 

"God gave me eyes" the children will hear, and will 
be helped to recognize other blessings given them 
by their Heavenly Father. They will be taught how 
to say "thank you" for such blessings as parents, 
food, toys, and the beautiful things of nature. 

to all in mortality, temptation came when He was 
the weakest; but prayer brought Him heavenly 
strength to withstand Lucifer's clever temptings. 

The Church of Jesus Christ in Ancient Times 

(Course 15; ages 14, 15) 

Every youngster dreams of becoming a leader . . . 
in Church, in a business, in a profession, or in sports, 
but leadership comes only through conscious and de- 
termined effort. There are two aids to self-develop- 
ment in the Church: the priesthood and the gift of 
the Holy Ghost. November lessons will explore these 
gifts through the life of the Apostle Peter, who had 
to develop leadership qualities. 

Growing in the Gospel, Part I (Course 5; ages 4, 5) Life in Ancient America (Course 17; ages 16, 17) 

"Count your many blessings . . ." Everything good 
we have and everything beautiful we see around us 
is a blessing from our Heavenly Father. We are 
given these things, but we must work for them by 
doing the Lord's will and helping one another. 
Thanksgiving is a special day to thank Heavenly 
Father for all our blessings. 

Living Our Religion, Part I (Course 7; ages 6, 7) 

Everyone we meet affects and influences us, but it is 
in our family that we can find the greatest security 
and love. In November the student will be helped 
to decide: "How can I become a better family mem- 
ber? I will choose each week one thing I can do to 
show my love for someone in my family. I'm glad 
to give!" 

What It Means To Be A Latter-day Saint 

(Course 9; ages 8, 9) 

"Whenever anybody in this Church fails to do his 
duty . . . someone suffers — goes cold or hungry!" A 
deacon learns what fast offerings are for. Where did 
fast day originate? Would you believe — Kirtland? 
Who started fast day? None other than the Prophet 
Joseph Smith. 

Old Testament Stories (Course ll; ages 10, ll) 

Where and how did the Twelve Tribes originate'? 
What did Jacob have to do with them? Who was 
Joseph, and why did his brothers dislike him so 
much? What did they do with him? 

The Life of Christ (Course 13; ages 12, 13) 

Jesus Himself set the example of preparing for an 
assignment from our Heavenly Father. He was bap- 
tized; He fasted and prayed. Then, just as it does 

Will America, "choice above all other lands" ever 
be destroyed? When and how does your patriarchal 
blessing become of value to you? Who said there 
must be opposition in all things, and is it true? Why 
is there, in the Hawaiian Islands, a statue showing 
Lehi blessing his younger son, Joseph? 

The Gospel Message (Course 19; ages 18-21) 

How did Confucius, Buddha, and Mohammed con- 
tribute to knowledge of the Gospel in Asia and the 
Near East? How many of these leaders claimed to 
have received revelation from God? Which of these 
religious groups is most vigorous in shaping the 
character of its believers? Why? 

Family Home Evening (Course 25; adults) 

Here is a different way to prepare the family for 
Christmas: Have each family member take one of 
the Savior's teachings and learn to put it to prac- 
tical use. November lessons show students how to 
accomplish this. 

Messages for Exaltation (Course 27; adults) 

Where can we find real justice in the world? In what 
ways were the laws of Moses different from the jus- 
tice of the Savior? What kind of justice did the 
Nephites and Lamanites know? How do these sys- 
tems compare with the justice we know today? 

The Articles of Faith (Course 29; adults) 

Why must the atonement be applied to each indi- 
vidual life? Why was it planned before our earth 
life? What prerequisites are necessary if it is to be 
effective in our lives? Can it really bring forgive- 
ness for individual sins? 



For all children who attend regularly, the 
Sunday School provides opportunity . . . 

To Grow 
in Wisdom 
and Stature 

by Superintendent David Lawrence McKay 

Opportunities for growth in the Sunday School 
are threefold: intellectual, social, and spiritual. The 
greatest growth to be emphasized is in the realm 
of the spiritual. 

A knowledge of the Gospel means more than 
mere intellectual assent. It indicates that the prin- 
ciples our Savior taught are part of our lives, so that 
we consciously and subconsciously put them into 
practice in our relationships with each other. The 
Sunday School, therefore, teaches through activity 
and personal participation. 

Recently a Sunday School was held at a sum- 
mer camp operated by Brigham Young University. 
An 11-year-old visitor at the camp was asked to give 
one of the 2 ^-minute talks. The child was not a 
member of the Church but prepared and gave an 
excellent talk on the Prodigal Son. That girl will 
never forget the experience. The same Sunday, some 
12,000 other individuals all over the world learned 
to stand before congregations and express their 
thoughts orally, while some 200,000 had the oppor- 
tunity to speak before their classes after having pre- 
pared talks developed from the lessons taught in 
their respective courses. 


An activity that is becoming better practiced as 
it is more understood is the memorization of the 
scriptural passages by two classes each month and 
presented on fast Sunday. We are told that "Jesus 
increased in wisdom and stature." Part of this in- 
crease undoubtedly resulted from His knowledge of 
the scriptures. As He was in the temple in the midst 
of the doctors, all who heard Him were astonished 
at His understanding and answers. 

Sunday School pupils are prospective missionar- 
ies. Many of them recognize the advantage of mem- 

(For Course 7, lesson of October 29, "Church Activities Make 
Us Happy"; for Course 9, lessons of November 19 and December 31, 
"A Latter-day Saint Partakes of the Sacrament" and "A Latter-day 
Saint Is Reverent"; for Course 13, lesson of November 5, "The Boy- 
hood of Jesus"; for Course 25, lesson of November 19, "Ye Shall 
Know of the Doctrine"; to support family home evening lesson 11;. 
and of general interest.) 

orizing the scriptural quotations. More and more 
teachers are proud that their classes recite from 
memory rather than read from little slips of paper. 
The memorized recitation in the Sunday School can 
be a significant factor in the pupil's increasing in 
wisdom and in spiritual growth. 

Three Opportunities 

Of the many opportunities for spiritual growth 
presented by the Sunday School, three to me seem 
outstanding. First is the opportunity the child has 
each Sunday to take upon himself the name of the 
Son "and always remember Him." He may not know 
what the covenant means, but he does know that he 
participates in prayer and in remembering the sac- 
rifice of the Savior; that he is quiet and reverential, 
and that those around him are as respectful of his 
devotion as he is of theirs. 

Second is the opportunity the pupil has to act 
in a worshipful fashion and to study and learn with 
his peers. Although the home has generally the 
most influence for good upon the child, the home 
lacks the opportunities that Sunday School offers to 
develop the social side of the child's activities. It 
is here once each week that the boy or girl learns 
to speak, to laugh, and to be quiet with others of 
his own age. He is no longer alone in learning about 
his Father in heaven. 

Third, the child grows in knowledge of religious 
facts. The lessons should be written and taught so 
that each one is applied to the boys' and girls' daily 
lives. But they should not be mere recitals of facts 
of ancient or modern history — the facts constitute 
groups of illustrations from sacred history presented 
to affect the daily life of the child. He grows in wis- 
dom, not in mere knowledge. 

A Vivid Lesson in Sunday School 

One of the most vivid lessons on faith that I can 
remember as a part of my boyhood in Sunday 
School came when the whole Sunday School parti- 
cipated in a prayer for my baby sister, Lou Jean, 
who was near death with diphtheria and whooping 
cough. Antibiotics had not been discovered. Father 
and Mother sat at her bedside with the doctor. They 
asked me to speak to the superintendent and re- 
quest the whole Sunday School to pray for her re- 
covery. I did so, and the superintendent relayed 
the message to the brother who offered the opening 
prayer. His prayer was fervent, and I believe every- 
one in the chapel joined in the spirit of it. When I 
got home after Sunday School, I was told that Lou 
Jean had reached the crisis and her fever had broken 
at the exact hour the prayer was offered. I had 
witnessed a prayer being answered. 

Library Pile Reference: SUNDAY SCHOOL. 



Again we hear in prophecy and fulfillment 

the old, old story of the Babe born in a stable 

in Bethlehem . . . 

"A Savior 
Which Is 


the Lord 




DECEMBER 24, 1967 

Objective: To increase faith in the divinity of the 
child, Jesus. 

Devotional Prelude. 

Opening Hymn: "Far, Far Away on Judea's Plains," 

Hymns — Church of Jesus Christ of Latter-day 

Saints, No. 33. 
Opening Prayer. 
Sacramental Hymn: "Jesus, Once of Humble Birth," 

Hymns, No. 88. 
Sacramental Service. 


There is only one true story of Christmas, yet 
this story has had a greater influence on the history 
of the world than any other. From the beginning of 
time the world looked forward to the coming of 
a Savior — and heard the words of the prophets fore- 
telling this great event. Biblical prophets tell us of 
the knowledge and anticipation of the people of the 
eastern hemisphere regarding the Savior's birth. The 
Book of Mormon clearly describes the understanding 
of those dwelling on the western hemisphere. 


Seven hundred years before the birth of Jesus 
Christ the Prophet Micah prophesied: 

But thou, Bethlehem Ephratah, though thou be 
little among the thousands of Judah, yet out of thee 
shall he come forth unto me that is to be ruler in 
Israel; whose goings forth have been from of old, 
from everlasting. 

And he shall stand and feed in the strength of 
the Lord, in the majesty of the name of the Lord 
his God; and they shall abide: for now shall he be 
great unto the ends of the earth. (Micah 5:2, 4.) 


Six hundred years before the birth of Jesus, 
Nephi was permitted to see in vision Mary, the 
mother of Jesus, and the Son of God, for he says: 

. . . In the city of Nazareth I beheld a virgin, and 
she was exceedingly fair and white. . . . And [the 
angel] . . . said unto me: Behold, the virgin whom 
thou seest is the mother of the Son of God, after 
the manner of the flesh. . . . And I looked and be- 
held the virgin again, bearing a child in her arms. 
And the angel said unto me: Behold the Lamb of 
God, yea, even the Son of the Eternal Father! . . . 
(1 Nephi 11:13-21.) 


Samuel, a righteous Lamanite, who because of 
his faithfulness and sacrificing devotion had been 
blessed with the spirit and power of prophecy, five 
years before the birth of Jesus, fearlessly proclaimed 
His coming: 

. . . At the time of his coming . . . there shall be 
great lights in heaven, insomuch that in the night 
before he cometh there shall be no darkness, inso- 
much that it shall appear unto man as if it was 
day. Therefore, there shall be one day and a night 
and a day, as if it were one day and there were no 
night; and this shall be unto you for a sign; for ye 
shall know of the rising of the sun and also of its 
setting; . . . nevertheless the night shall not be 
darkened; and it shall be the night before he is 
born. And behold, there shall a new star arise, 
such an one as ye never have beheld; and this also 
shall be a sign unto you. (Helaman 14:3-5.) 


For unto us a child is born, unto us a son is given: 
and the government shall be upon his shoulder: and 



his name shall be called Wonderful, Counseller, The 
mighty God, The everlasting Father, The Prince of 

Of the increase of his government and peace there 
shall be no end, upon the throne of David, and upon 
his kingdom, to order it, and to establish it with 
judgment and with justice from henceforth even 
for ever. . . . (Isaiah 9:6, 7.) 

Music: Organ or piano solo, or a violin duet with 
organ, preferably of the "Pastoral Symphony" 
from Handel's Messiah, as arranged by Robert 
M. Cundick. (See page 388 in this issue.) 


Down through the ages, men of faith 
Watched for the coming king; 
Waiting with patience for the one 
Who would salvation bring. 1 


Approximately nineteen hundred and sixty-seven 
years ago these great prophecies were fulfilled. The 
story began in a small village 100 miles north of 
Jerusalem. The village, called Nazareth, was in- 
habited mainly by farmers and craftsmen. Though 
tiny, consisting of small, clay-walled houses huddled 
together, it was not wholly out of touch with the 
outside world. 2 In this village lived a young woman 
known as Mary. By right of birth Mary was a Jew- 
ish princess. She was a direct descendant of King 
David, and had, in fact, just recently become be- 
trothed to a young man who was also of the royal 
Davidic line. His name was Joseph. 3 "Mary had 
doubtless contemplated, with holy joy and ecstasy, 
the coming of the Messiah through the royal line; 
she knew that some Jewish maiden was yet to be- 
come the mother of Christ." 4 


(This speaker, preferably an adult young man, 
should read Luke 1:26-33, 38.) 


"His message delivered, Gabriel departed, leav- 
ing the chosen Virgin of Nazareth to ponder over her 
wondrous experience. Mary's promised Son was to 
be The Only Begotten of the Father in the flesh; so 
it had been both positively and abundantly predicted. 

... The Child Jesus was to inherit the physical, 
mental, and spiritual traits, tendencies, and powers 
that characterized His parents — one immortal and 
glorified — God, the other human — woman. . . . Mary, 
left now to herself with a secret in her soul, holier, 
greater, and more thrilling than any ever borne be- 
fore or since," sought companionship and went to 

^Standard Christmas Program Book Number 25, page 43. Used by 

2 See "The Visit of Mary to Elisabeth," by Hazel W. Lewis, The 
Instructor, January, 1960, centerspread. 

3 See W. Cleon Skousen, The Real Story of Christmas, page 4. 

*James E. Talmage, Jesus the Christ, page 80. 

visit her cousin Elisabeth who saluted her by saying: 
"And whence is this to me, that the mother of my 
Lord should come to me?" Mary responded with a 
glorious hymn of praise. 5 


(This speaker, preferably a mature young woman, 
should read Luke 1:46-55.) 


Soon the time grew near for the birth of this 
choice baby. The birthplace was to be Bethlehem, 
a little town just six miles from Jerusalem, situated 
high in the Judean hills of Palestine. 


(Three-minute talk on Bethlehem based on the 
following) : 

Bethlehem, a city in Palestine, is a point of his- 
toric interest, second only to Jerusalem. It was from 
here, Micah foretold, that a wonderful ruler would 
come forth. "It is the scene of many important 
events in Biblical history. Its first mention in the 
Bible is in connection with the death of Rachel . . . 
over seventeen hundred years before Christ was bom. 
It was the home of Boaz and Naomi, and there was 
consummated the beautiful story of Ruth. About 
eleven hundred years before the birth of Christ, 
we read of Bethlehem as the home of David's house; 
and it was at Bethlehem that the prophet found 
David tending his sheep and anointed the little 
shepherd boy to be the ruler of Judea and of Israel. 
A little later we hear of the Philistine garrison in 
Bethlehem, David's home city, held by his enemies. 
How dear that town was to his heart, I think, is 
shown by the wish that he expressed for a 
drink of water from the well of Bethlehem. Many 
a time he had quenched his thirst at that old well. 
As he stood facing an enemy that held his birth- 
place, three of his soldiers, hearing their general's 
wish, broke through the ranks of the Philistines and 
got the water for their leader. It is a touching 
picture of the loyalty and devotion that David in- 
spired in his followers." 6 

The shepherd fields where the angelic choirs 
sang hallelujahs is about three-fourths of a mile east 
of Bethlehem. "Moisture is scarce in the Holy Land. 
. . . Rocks seemed in much greater abundance than 
growing things. Rocks form the countless terraces, 
the walls, the buildings, and the houses. . . . Their 
prevalence gives the impression that life-giving vege- 
tation is truly a gift of God." 7 

(Continued on following page.) 

5 See James E. Talmage, Jesus the Christ, pages 81-83. 

°"Philosophy of Life Contained in Luke's Story of the Birth of 
Christ," by President David O. McKay, The Instructor, December, 
1966; page 454. 

7 "The Shepherd Fields of Bethlehem," by Lorin F. Wheelwright, 
The Instructor, October, 1966, centerspread. 



"A SAVIOR WHICH IS CHRIST THE LORD" (Continued from preceding page.) 

Music: Junior Sunday School Song: (optional) 
"Christmas Cradle Song," The Children Sing, No. 


(Read Luke 2:1-7. Soft organ music, "O, Little 
Town of Bethlehem," may be played during the 
reading of above.) 

Music: Junior Sunday School Songs: (optional) 
"Hallelujah," Sermons and Songs for Little Chil- 
dren, No. 17. 

"0 Come Little Children," (See page 393 in this 

Chorus or congregation sing, "The First Noel" 
(one verse), Hymns, No. 39. 


(Read Luke 2:8-20.) 

Music: Chorus, congregational singing, or instru- 
mental selection: "Hark, the Herald Angels Sing" 
(one verse), Hymns, No. 60. 


(Read Matthew 2:1-12. "We, Three Kings of 

A Religious Service Photo. 

Bethlehem — the city where Jesus was born. 

Orient Are" may be played softly on organ or piano 
while the above is being read.) 


(Talk: "The Testimonies of Shepherds and 
Magi" — 3 minutes. Preferably by someone from one 
of the adult classes, who will conclude with a per- 
sonal testimony as to Christ's divinity.) 

"It will be observed that the testimonies con- 
cerning the birth of the Messiah are from two ex- 
tremes, the lowly shepherds in the Judean field, and 
the learned magi from the far east. We cannot think 
this is a result of mere chance, but that in it may 
be discerned the purpose and wisdom of God. All 
Israel was looking forward to the coming of the 
Messiah, and in the birth of Jesus at Bethlehem, 
the hope of Israel — though unknown to Israel — is 
fulfilled. Messiah, of whom the prophet spake, is 
born. But there must be those who can testify of 
that truth, and hence to the shepherds who watched 
their flock by night an angel was sent to say: 'Fear 
not: for, behold, I bring you good tidings of 
great joy, which shall be to all people. For unto you 
is born this day in the city of David a Saviour, 
which is Christ the Lord.' (Luke 2:10, 11.) And 
for a sign of the truth of the message, they were to 
find the child wrapped in swaddling clothes, lying 
in a manger in Bethlehem. And they went with 
haste and found Mary and Joseph, and the babe 
lying in a manger; and when they had seen it, they 
made known abroad the saying which was told them 
concerning this child. God had raised up to Himself 
witnesses among the people to testify that the Mes- 
siah was born, that the hope of Israel was fulfilled. 
But there were classes of people among the Jews 
whom these lowly shepherd witnesses could not 
reach; and had they been able to reach them, the 
story of the angel's visit, and the concourse of angels 
singing the magnificent song of 'Peace on earth, good 
will toward men,' would doubtless have been 
accounted an idle tale of superstitious folk, deceived 
by their own over-wrought imaginations or idle 
dreams. Hence God raised up another class of wit- 
nesses — the 'wise men from the east' — witnesses that 
could enter the royal palace of proud King Herod 
and boldy ask: '. . . Where is he that is born King 
of the Jews? for we have seen his star in the east, 
and are come to worship him' (Matthew 2:2); a 
testimony that startled Herod and troubled all Jeru- 
salem. So that indeed God raised up witnesses for 
Himself to meet all classes and conditions of men — 
the testimony of angels for the poor and the lowly; 
the testimony of the wise men for the haughty king 
and proud priests of Judea. So that of the things 
concerning the birth of Messiah, no less than of the 



things of His death and resurrection from the dead, 
His disciples could say, 'these things were not done 
in a corner.' " s 


(Poem, to be read preferably by someone from 
the child group courses.) 

The Old, Old Story 9 

I love the old, old story 
Of that first Christmas day 
That tells of baby Jesus 
Asleep upon the hay. . . . 

Perhaps the soft-eyed cattle 
Within that lowly stall 
Looked at the manger-cradle 
And wondered at it all. . . . 

Perhaps the cock's shrill crowing, 
Announcing morning-tide 
Disturbed the sleeping Baby 
Who then awoke and cried 

J love that old, old story 
It always seems so new, 
But most of all I love it 
Because I know it's true. 

— Cordelia Spitzer. 


(Poem to be read preferably by someone from 
the youth group courses.) 

Closing Hymn: "Joy to the World," Hymns, No. 89. 
Closing Prayer. 


A Christmas Prayer 

Dear God, we want to thank you 
For our Lord Jesus' birth 
And that you loved us all so much 
You sent Him down to earth. 

We thank you for the angels 
Whose songs the sky did fill 
And echoed o'er the hilltops far, 
Songs of Peace and Goodwill. 

We thank you for the shepherds 
Who came to find the Babe 
And worshipped Him as Savior there, 
Tho' in a manger laid. 

We thank you for the Wise Men 
Who journeyed from afar 
To find the little newborn King, 
Led on by Bethlehem's Star. 

All these knelt down to worship 
With gifts before the King; 
So we with hearts a-singing, 
Our gift of worship bring. 

Accept our prayer and praises 
On this glad Christmas morn, 
This day of great rejoicing 
That Jesus Christ was born. 

Accept our adoration — 

We bow as they did then, 

To bring our thanks and praises, 

In Jesus' name, Amen! 

— Hazel Harker. 

8 James E. Talmage, Jesus the Christ, pages 108, 109, (footnote 5). 

e Meigs' Best Selections for Christmas, page 25. Courtesy of Stand- 
ard Publishing Company. 

10 Meigs' Best Selections for Christmas; page 27. Courtesy of Stand- 
ard Publishing Company. 



1. Insofar as possible and practicable, it is sug- 
gested that complete families sit together in Sunday- 
School on this day. 

2. This program is planned for an hour and fif- 
teen minutes. Where adjustments of time have to be 
made, this can be done by the superintendency. 

3. If it is felt that it is not feasible, because of 
the length of the program, to keep the Junior Sunday 
School with the Senior Sunday School, a separate 
program has been provided for the young children. 
However, if some participation of the young children 
is desired in the Senior Sunday School program, that, 
too, has been indicated. 

4. The committee feels that with the publication of 
this program some months in advance of its use, those 
who are selected to participate can be well notified 
in advance. All of the scriptural quotations and 
poems should be memorized. The reader may or may 
not memorize his lines. Where it has been felt that 
individuals of a particular age or maturity should 
be selected, this has been indicated. Insofar as pos- 
sible, every course should be represented in this pro- 

5. In presenting the program the use of two micro- 
phones is preferred — one for the reader's use and one 
for the use of the various speakers. 

6. The use of printed programs is preferable, but 
where this is not possible, one announcement of the 
complete program should suffice, so that the flow 
of the program from reader to various participators 
will not be interrupted. 

Christmas Program Committee: Senior Sunday School Pro- 
gram, Donna D. Sorensen, Kathryn Barnes Vernon, Rob- 
ert M. Cundick; Junior Sunday School Program, Carol C. 


Pastorale Symphony 


Gt. Flute 8' 

Sw. Flute 8' +2'(or 2-2/3') 

G. F. Handel 

Arranged by Robert M. Cundick 


J> =120 

p, L.H. (play lower notes throughout) 



Pedal (soft 16'+8') 

i - ;; r p r 






• _ **\ m 




TT— « 









This suggested program for Junior Sunday School 
has been written to follow the same theme as the 
Senior Sunday School program. It is meant to last 
about 20 minutes. This could be presented in Junior 
Sunday School before the children participate in the 
senior program, if they are going to participate there. 

The children playing the roles of Mary, the shep- 
herd, and the wise man could wear some simple 
costume or use a prop that will suggest their char- 
acter. For instance, Mary could simply have a piece 
of cloth over her head and flowing down over her 
shoulders. The shepherd could have a simple robe 
made from an old piece of material. The wise man 
could wear a turban or just carry a small wooden 


Hymn: "Christmas Cradle Song," The Children Sing, 
No. 153 (3 verses.) 


(teacher or coordinator) : 

The story we are going to hear today is a story 
that boys and girls and men and women have been 
hearing for hundreds of years. It is a story that is 
very special and important to you and me, and to 
everyone who will ever live upon the earth. It is the 
story of the birth of the baby Jesus. I know you 

Art by Dale Kilhourn. 

have heard the story before, but it is such a 
beautiful story that we love to listen to it again and 

Today we are going to begin our story many 
years before the baby Jesus was born. In those days 
there lived prophets, just as we have today, who were 
God's helpers. They told the people the things that 
God wanted them to know. 


One of God's prophets was named Micah. He 
told his people that a baby would be born in a city 
called Bethlehem, and this child would grow up to 
be a great ruler. Micah said that the things this 
great ruler would teach the people would last for- 
ever and help everyone. The baby he talked about 
was Jesus. 


The Prophet Isaiah said to his people: 

For unto us a child is born, unto us a son is 
given . . . and his name shall be called Wonderful, 
Counseller, The mighty God, The everlasting Father, 
The Prince of Peace. {Isaiah 9:6.) 

He was telling them that Jesus would come to them 


There were prophets who lived in America many 
years before Jesus was born. The Book of Mormon 
tells us that God told these prophets Jesus was go- 
ing to be born. 


Samuel the Lamanite explained to the people 
how they would be able to tell when Jesus was born. 
He said that on the night before He was born, there 
would be no darkness. For one day and one night 
and another day it would stay light. He told them 
that the second night a new star would appear in the 
heavens. The star would be the brightest star the 
people had ever seen, and this also would tell them 
that Jesus had been born. 


We know now that many years before Jesus was 
born the people knew He was coming. They were 
waiting for Him because the prophets had said God 
was sending Jesus to be their teacher and their friend. 
Jesus was coming to make it possible for everyone 
to live with God again. 

Hymn: "Once Within a Lowly Stable," The Children 
Sing, No. 154 (2 verses). 


Joseph and I traveled a long, long way. I rode 
on a donkey and Joseph walked, leading the way. 
We arrived in Bethlehem just as night was falling. 



We were very tired and needed a place to sleep. An 
innkeeper told us we could sleep in his stable. We 
were very glad to lie down on the clean, soft hay. 
That night a baby boy was born to me. I wrapped 
Him in swaddling clothes and laid Him in a manger 
filled with hay. We named the baby, Jesus. He was 
the baby everyone had been waiting for. He was 
God's own Son. 


(Recite or read the poem, "The Old, Old Story," 
as given in the Senior Sunday School program, page 

Hymn: "Hallelujah," Sermons and Songs for Little 
Children, No. 17. 


I was sitting on a hillside overlooking Bethlehem. 
There were other shepherds with me. We were car- 
ing for our sheep and watching the stars in the sky. 
Then something exciting happened! We saw a bright 
star in the sky, and an angel came to us and began 
to talk. The angel said: 

. . . Fear not: for, behold, I bring you good tidings 
of great joy, which shall be to all people. For unto 
you is born this day . . . a Saviour, which is Christ 
the Lord. And this shall be a sign unto you; Ye 
shall find the babe wrapped in swaddling clothes, 
lying in a manger. (Luke 2:10-12.) 

We hurried down from the hillside and walked 
into the town of Bethlehem. There, just as the 
angel had told us, we found the baby lying in a 
manger. We were happy because we knew He was 
the Son of God. 

fifth child: 

The Christmas Symbol 

Only a manger, cold and bare, 

Only a maiden mild, 

Only some shepherds kneeling there, 

Watching a little Child; 

And yet that maiden's arms enfold 

The King of Heaven above; 

And in the Christ Child we behold 

The Lord of Life and Love. 

— Author unknown. 


The Bible tells the story of how I came with 
some others to visit Jesus. 

Now when Jesus was born in Bethlehem of Judaea 
in the days of Herod the king, behold there came wise 
men from the east to Jerusalem, Saying, Where is 
he that is born King of the Jews? for we have seen 
his star in the east, and are come to worship him. . . . 
When they had heard the king, they departed; and, 
lo, the star, which they saw in the east, went before 
them, till it came and stood over where the young 
child was. . . . And when they were come into the 

house, they saw the young child with Mary his 
mother, and fell down, and worshipped him: and 
when they had opened their treasures, they presented 
unto him gifts; gold, and frankincense, and myrrh. 
(Matthew 2:1, 2, 9, 11.) 


Hymn: "Hosanna," see page 392 of this issue, 


This is the story people have been telling for 
hundreds of years. This is the story of the baby 
Jesus who is the Savior of all our Father's children. 
This is the story of God's own Son. God sent Him 
to earth as a great gift to each one of us. 

sixth child: 

God's Gift 

We thank Thee for the little one 
Who in the manger lies. 
He nods his head and falls asleep 
To Mary's lullabies. 

The shepherds round about him stand 
The wise men o'er him bend. 
He is born — the Son of God, 
The Savior of all men. 

— Carol Smith. 

Hymn: "0 Come Little Children," see page 393 of 
this issue. 

Closing Prayer. 

OCTOB ER 1 967 



Rita S. Robinson 


Arr. Chester W. Hill 

Ho - san-nal let our 
Ho - san-na! let the 


jm . i<* * 

voi-ces ring With prais-es to our 
ech-oes ring With prais-es to our 

j j j + 







heav'n- ly king, And joy- ous - ly the 
heav'n- ly king;Let ev f - ry liv - ing 

i o n * ' 7 











Him who life did bring. 
Him who life did bring. 


car - ols sing To 
crea-ture sing To 

v. <+ <i 


Ho - san - na! 






Ho - 





- san - na. 









hail tri- umph-ant 

g , i j j A - 







O Come Little Children 

English Version Anonymous 

Melody by J. Schulz 

y i jj ij p i j n r r r ^ i - 1 n \ 

come, lit- tie chil - dren, come, one and all. 

come to the 



i 1 n n m . 


Heav'n high a - bove, Has sent us to - night as a proof 'of His love. 

J. J) ± J. A 


* * 

g - 


*From MUSIC NOW AND LONG AGO. Teacher's Edition, ©1956, 1962 Silver Burdett Company. Used by permission. 



Outside my window in a tree 
A star is almost still, 

Was such a star in Bethlehem 
Above the shepherd's hill? 

Did such a star light Mary's face 
So radiant and mild, 

While she sang Hebrew lullabies 
To soothe the holy child? 

Did it look through the stable door 

To see where Joseph kept 
His vigil by the manger crib 

While baby Jesus slept? 

Stars are forever — just like God; 

Somehow it might be 
A star that shone on Jesus 

Is looking through that tree. 

— Mabel Jones Gabbott. 



By 1830^ America, the ethnic melting pot of 
the civilized ivorld, was stirred into hot re- 
ligious turbulence by the numerous Chris- 
tian churches of the day to become . . . 



byWilburn C. West* 

During our first Sunday in the mission field, 
Sister West and I heard a faithful Connecticut 
convert bear this testimony: 

"I had long been indifferent and skeptical toward 
religion. Was there a God? Who was He? Why so 
many churches? Did religion really matter? Despite 
my doubts, something drove me to study one faith 
after another. Until the missionaries came, I was 
literally running to and fro seeking the word of 
the Lord, but could not find it." 

Religiously restless, America in 1830 was much 
like that New England brother. Many things had 
happened to bring about this condition in the two 
hundred years since Plymouth and Jamestown. 

Seeking Religious Freedom in a Wilderness 

Cotton Mather pithily proclaimed religious free- 
dom in a Massachusetts election sermon delivered 
in the 1690's: 

What went ye into the wilderness to see? . . . Let 
all mankind know that we came into the wilderness 
because we would worship God without that Epis- 
copacy, that Common Prayer, and those unwarrant- 
ed ceremonies with which the 'Hand of our fore- 
fathers 7 sepulchures' y had been defiled. We came 
hither because we would have our posterity settled 
under pure and full dispensation of the gospel, de- 
fended by rulers that should be ourselves. 1 

Reverend Mather must have been aware, how- 

Art by Travis Winn. 

(For Course 7, lesson of November 5, "Family Finds Jov in 
Gospel Understanding"; for Course 9, lesson of October 8, "The Gos- 
pel Restored and the Church Organized"; for Course 17, lesson of 
October 22. "In the Valley of Lemuel"; for Course 19, lessons of De- 
cember 3 to 17, "Christianity of the Nineteenth Century" and "True 
Teachings of Christ Restored"; for Course 25, lessons of November 
12 and 19, "The Light of Faith" and "Ye Shall Know of the Doctrine"; 
for Course 27, lesson of December 3. "The Gospel from the Begin- 
ning"; to support family home evening lessons 10 and 11; and of 
general interest.) 

*Wilburn C. West is a member of the general Priesthood Home 
Teaching Committee. He served in the Eastern States Mission twice; 
once as a missionary (1927-29) and once as president (1962-1965), 
where he was assistant managing director of the Mormon Pavilion 
at the New York Fair. He attended the University of Utah, and 
he earned a law degree from George Washington University (1937). 
He is director of the Utah State Institute of Fine Arts. He and his 
wife, the former Zelma Ririe, have four children and are members 
of the East 27th Ward, Emigration (Salt Lake City) Stake. 

1 As quoted in Winthrop S. Hudson, Religion in America, Charles 
Scribners Sons, New York, N.Y., 1965; page 100. 



ever, that religious freedom among the Puritans was 
not always assured, especially if one dissented in 
doctrine from his neighbors, as "firebrand" Roger 
Williams or "prophetess" Anne Hutchinson might 
have testified. Yet, throughout the colonial period, 
up to the Revolutionary War, religious tolerance 
generally prevailed. 

When decision between war or submission had 
to be made, religious leaders quickly took their 
stand. Except for leaders of the Church of England, 
ministers generally favored rebellion. They so in- 
flamed their congregations that arch-Tory Peter 
Oliver called them "Mr. Otis's black regiment, the 
dissenting clergy." 2 

A Falling Away 

After the revolution came a widespread letdown 
in religious conviction. Family and home life were 
disrupted and impoverished by years of strife. In- 
dividual religious interest so declined that by 1790 
only one person in twenty claimed an active church 

The Anglican church in America barely survived 
the war. Its clergy had ardently supported the 
Tories. As Britain's fortunes fell, loyalists fled to 
Canada or England. The once strong diocese of 
Maryland reported in 1817: 

. . . Of the fifty parishes . . . the greater part 
are vacant. . . . \Many~\ places of worship . . . do not 
exhibit one stone or brick lying upon another . . . 
and many for years past . . . have been occupied 
by the fowls of the air and the beasts of the field. 3 

The largest membership at the end of the war 
was claimed by Congregationalists, whose status was 
enhanced by being the state religion in New Hamp- 
shire, Massachusetts, and Connecticut. 

A Second Awakening 

About 1800, a religious upsurge invigorated 
Protestantism, especially the Baptist and Methodist 
groups. A "Second Awakening," some called it. Cir- 
cuit riders fanned out across the land. Revivalists 
staged day and night extravaganzas. During the 
years of wild religious fermentation, Baptists took 
the lead in membership from the less demonstrative 
Congregationalists. Methodists pushed vigorously, 
stressing liberal tenets that permitted almost anyone 
to join. John Wesley wrote: 

Methodists do not impose . . . any opinions what- 
ever. . . . Let them be churchmen or dissenters, Pres- 
byterians or Independents, it is no obstacle. Let 
them choose one mode of baptism or another, it is 
no bar to their admission. . . . One condition, and 
only one, is required — a real desire to save the soul. 4 

Roman Catholics increased slowly in early Prot- 

2 As quoted in Winthrop S. Hudson, Religion in America; page 96. 
3 As quoted in Winthrop S. Hudson, Religion in America; pages 
117, 118. 

4 As quoted in Winthrop S. Hudson, Religion in America; page 122. 

estant America. Their few settlements in Maryland 
and Pennsylvania comprised only minority groups. 
Catholic supervision came from London until 1784, 
when John Carroll was given full responsibility for 
this church in the United States. About 1800, the 
Catholic church began to grow by leaps and bounds. 
By 1840 it operated some two hundred parochial 
schools, and by 1852 it was the largest church in the 
nation. Catholic growth came not from converts, 
however, but largely from hundreds of thousands 
who rode the floodtide of immigration from Ireland, 
Italy, Spain, and other predominantly Catholic 

As America became the ethnic melting pot of the 
civilized world, some people believed that in time 
she would amalgamate and consolidate the myriad 
Christian creeds. In 1809 Thomas Campbell issued 
a call for true Christians of all denominations to 
forsake their unscriptural doctrines and usages and 
return to New Testament unity and purity. His son 
Alexander became leader of a large group of 
"Christians" or "Disciples of Christ." This ener- 
getic Christian movement gained enough adherents 
to become one of the largest Protestant denomina- 
tions, but it failed to unite all believers in Christ. 
The Christian churches later provided a fertile field 
for Mormon missionaries. 

A Fertile Field 

Western New York, though yet a frontier area, 
shared in the stirring religious excitement. Said 
the Prophet Joseph Smith: 

. . . It commenced with the Methodists, but soon 
became general among all the sects. . . . My mind at 
times was greatly excited, the cry and tumult were 
so great and incessant. The Presbyterians were most 
decided against the Baptists and Methodists, and 
used all the powers of both reason and sophistry to 
prove their errors, or, at least, to make the people 
think they were in error. On the other hand, the 
Baptists and Methodists in their turn were equally 
zealous in endeavoring to establish their own tenets 
and disprove all others. (Pearl of Great Price, Joseph 
Smith 2:5, 9.) 

In the midst of such turbulence, God restored 
His Church. Thousands were ready to receive it, 
soul-rent by schism and controversy. To them, the 
message shone as a light in darkness. To hundreds 
of thousands who have since struggled, like the Con- 
necticut convert, between high church or low church, 
old school or new school, trinitarian or antitrinitar- 
ian, primitive or reformed, liberal or conservative, 
traditional or transcendental, the Restored Gospel 
presents the simple, unchanged teachings of Jesus 

NOTE: For previous discussion of this subject see, "In the 
Unity of the Faith," The Instructor, September, 1967, 
page 374. 

Library File Reference: UNITED STATES^RELIGIONS. 

OCTOBER 1 967 


There is nothing in this world that can bring 
a family closer together than sharing and 
sacrificing in a spirit of love, and nothing 
that can build that love so much as spiritual 
experiences which become . . . 


by Rosalind Farnsworth' 

I cherish the days of my youth, for I grew up 
in a wonderful family where monetary treasures 
were few, but where love and spiritual blessings were 

The family experiences I remember best are those 
associated with activity in the Church. We went to 
Church together as a family. Our parents never 
sent us, they always took us. I can't remember a 
Sunday when my father or mother was not there. 
We had family home evening and family prayer. 
Every evening before supper we read a chapter from 
one of the standard works of the Church. This 
brought us closer to each other and gave us a greater 
understanding of the scriptures. As a large family 
of very humble circumstances, we had to share many 
things and sometimes go without, but this also in- 
creased our love and appreciation for one another. 

Our Church activities led to one of the choicest 
experiences of my life, that of sharing the financial 
responsibility of keeping a missionary in the field. 
I would like to relate this experience as a tribute to 
my family, and to share with others the joy we re- 
ceived in participating in a spiritual experience. 

I was especially close to my older brother, the 
eldest in our family of nine children, when he left 
for the Southern Far East Mission. I thought I 
would not be able to bear his leaving, because we 
were so close to each other. I still think he is one 
of the greatest individuals I have ever known be- 
cause of his righteous example to his younger broth- 
ers and sisters. We love him very much. 

(For Course 7, lessons of November 26 and December 3, "Our 
Obligation to the Family" and "Sharing Church Participation with 
the Family Brings Joy"; for Course 15, lesson of October 15, "In the 
Service of the Lord"; for Course 25, lesson of December 10, "Gifts 
That Can't Be Wrapped"; for Course 29, lesson of December 10, 
"Faith"; to support family home evening lessons 6 and 13; and of 
general interest.) 

* Rosalind Farnsworth is the daughter of Dennis and Beulah 
Jessup Farnsworth of Beaver, Utah. She worked in The Instructor 
office during the summer and has attended Brigham Young Uni- 
versity. Rosalind teaches the lady missionaries in the Salt Lake 
Mission Home and has qualifed for a Golden Gleaner award. She 
served in the Northwestern States Mission (1964-1965) and is a 
member of the North 13th Ward, University West (Salt Lake City) 

The Farnsworth family: first row, I. to r., Joseph, Mary, 
Douglas; second row, F. Dennis and Beulah Jessup Farns- 
worth (parents); third row, I. to r., David, Michael, Jennene, 
Rosalind, Dennis, John. 

After I graduated from high school I went from 
our home in Beaver, Utah, to Salt Lake City where 
I could work and earn enough money for college. I 
kept thinking of my brother and how much I loved 
him. And then it dawned on me that there was a 
practical way to show my love. I could help him 
financially while he was serving his mission. My 
plans had been made to attend college that fall, but 
I gave much thought and prayer to finding out what 
I really should do. Then one Sunday while I was 
trying to make the decision, I attended a stake 
conference where Elder S. Dilworth Young was the 
speaker. He talked about our obligation to our par- 
ents and brothers and sisters when they were in 
need. I felt that I had received a definite answer. I 
talked to my father and told him of my desire. He 
was reluctant to place a burden on me and wanted 
me to continue my schooling, so he assured me that 
they could manage and that it was his responsibility. 
I explained that I felt the Lord wanted me to help, 
and that I wanted to do it. Father finally consented, 
and I had the major support of my brother for a 
year of his mission. This was one of my choicest 
experiences. The Lord blessed me abundantly, and 
I was able to provide financial support for my 
brother and save ample money for college the fol- 
lowing year. 

Following this experience each of the children 
did a large part of supporting another in the mission 
field. After my brother returned home and I was 
old enough for a mission, a family council was held 
to decide how my mission expenses would be met. 

(Concluded on page 398.) 




And when ye shall receive these things, I would exhort you that 
ye would ask God, the Eternal Father, in the name of Christ, if 
these things are not true; and if ye shall ask with a sincere 
heart, with real intent, having faith in Christ, he will manifest 
the truth of it unto you, by the power of the Holy Ghost. 

-MORONI 10:4. 


by Reed H. 

One of the most important principles the Lord 
has stressed is that of integrity. Integrity, as used 
in this article, means that one serves the Lord with 
all his heart, with all his mind, with all his strength, 
and with all his soul. Integrity, according to Web- 
ster, is the avoidance of deception, expediency, arti- 
ficiality, or shallowness. 1 The Lord does not con- 
done poor behavior. He denounced hypocrisy. He 
told Joseph Smith that many people ". . . draw 
near to me with their lips, but their hearts are far 
from me. . . ." (Joseph Smith 2:19.) 

A dishonest person cannot be trusted. Dishon- 
esty blocks growth and may also disrupt an organi- 
zation. If a single officer of a financial institution 
steals from the institution, all the members suffer. 
This is sinning against the public trust. One traitor 
may be a chief cause of a whole nation's losing a war. 

What Should the Individual Do? 

What does it mean to serve the Lord with all 
one's soul? Some of the crucial meanings are: 

1. To try to become a true son or daughter of 
God. To try to acquire His kind of knowledge, man- 
ifest His kind of wisdom, exemplify His kind of love. 

2. To make a personal commitment to Him, to 
behave in the way he thinks the Savior would want 
him to behave in all of the positions he occupies. As 
a student in school, his main motivation would be 
to learn and acquire skills, not merely to pass a 
course with a good grade. A mother will think of 
her position in the home as that of a homemaker 
rather than a housekeeper. She is contributing to 
the growth of her children and her husband. A father 
who holds the priesthood will not think of himself as 
being superior to other family members but will use 
the priesthood to bless his wife and children. In 
his occupation he will not exploit his fellow hu- 
man beings. He will exemplify the same devotion 

(For Course 9, lessons of October 15 and 22, "Great Gifts of 
the Gospel" and "The Gospel— a Plan for Right Living"; for Course 
17, lesson of November 19, "Jacob"; for Course 25, lessons of Decem- 
ber 3 and 31, "Gifts That Can't Be Wrapped" and "Look for the 
Beam"; for Course 26, lessons of October 1 and 8, "The Holy Ghost 
as Witness of the Father and Son" and "The Creation"; for Course 
29, lessons of October 15 and 22, "The Godhead"; to support family 
home evening lessons 12, 13, and 15; and of general interest.) 

^ee Webster's Third Unabridged International Dictionary, G. and 
C. Merriam Co., Springfield, Massachusetts, 1963; page 1174. 


to the Savior's principles on Monday as he does on 

3. To try to have the influence of the Holy 
Ghost distill upon his soul "as the dews from 
heaven." His scepter is "an unchanging scepter of 
righteousness and truth; and . . . [his] dominion 
shall be an everlasting dominion, and without com- 
pulsory means it shall flow unto . . . [him] forever 
and ever." (Doctrine and Covenants 121:45-46.) To 
receive the light of the Holy Ghost is like having 
cataracts removed from one's eyes — whereas former- 
ly he was unkind, he is now sensitive to the feelings 
of others; whereas formerly he let his emotions man- 
age him, he now manages them; whereas formerly 
he could not control his physical appetites, he now 
considers .the body to be the temple of the spirit 
and manages it with great diligence. 

4. To have three great loves characterize his life. 
First, a deep respect for himself in the sense that 
he grows intellectually, emotionally, socially, and 
spiritually. Second, to love others as he loves him- 
self, always thinking of them as being his brothers 
and sisters and, therefore, members of the family 
of his Heavenly Father. He contributes to their 
Christlike development in any way that he can. Fin- 
ally, to love the Lord in the sense that he tries to 
represent Him the very best way he can in all of his 
activities of life. 

The Example of Gideon 

When a person manifests this kind of behavior, 
his Heavenly Father opens the "windows of heaven" 
to bless him. Consider the example of Gideon. The 
children of Israel were surrounded by the Midian- 

And the 1 Lord said unto Gideon, The people 
that are with thee are too many for me to give the 
Midianites into their hands, lest Israel vaunt them- 
selves against me, saying, Mine own hand hath saved 
me. Now therefore go to, proclaim in the ears of 
the people, saying, Whosoever is fearful and afraid, 
let him return and depart early from mount Gilead. 
And there returned of the people twenty and two 
{Concluded on following page.) 

OCTOB ER 1967 


WITH REAL INTENT (Concluded from preceding page.) 

thousand; and there remained ten thousand. (Judges 

But the Lord told Gideon that there were still too 
many, and He devised a test to limit the number still 
further. Finally there remained only 300 men. 

And the Lord said unto Gideon, By the three 
hundred men . . . will I save you, and deliver the 
Midianites into thine hand: and let all the other 
people go every man unto his place. (Judges 7:7.) 

And the Lord fulfiUed His promise. 

Perhaps the members of the family might wish 
to answer the following questions among themselves 
to discover their "real intent" in the various aspects 
of their lives. These questions are given not with 
the intent to embarrass but to help each one hon- 
estly examine his behavior so that he might attain 
an even higher level of desired performance. 

1. Would you consider it as great an honor to 
be called as a home teacher as to be the president 
of some organization? 

2. Boys, would you give greater devotion to a 
position on an athletic team at school than to your 
assignment in your priesthood quorum? 

3. As a teacher in one of the Church organiza- 
tions, do you organize your presentations with the 
same care as you would prepare for a final examina- 
tion in school? 

4. Have you ever found yourself taking the corn- 

It was decided that my older brother and a younger 
sister would help, along with an aunt and uncle who 
had offered. As those hard-earned checks came to 
me on my mission, my love and appreciation for 
loved ones at home increased. My brother was at- 
tending college and helping me, and my sister was 
working and filling a stake mission at the same time. 

The next two in line for missions were a brother 
and a sister. They left about two months apart. 
After my sister's farewell, my father was asked by a 
ward member who realized our family's circum- 
stances, "Brother Farnsworth, how can you possibly 
support two on a mission at the same time?" 

My father answered, "We have 57 calves, and if 
it takes all 57 and everything else we have, we'll 
make it!" 

When my mother was asked a similar question 
she remarked, "We take it as it comes, a day, a 
week, a month at a time; and with faith and hard 
work we will make it." 

I have been warmed many times by their great 
faith and willingness to serve the Lord. This has 
been invaluable training for us children. 

pany's pencil or eraser and not bringing it back or 
paying for it? 

5. As a mother, do you think of yourself as a 
housekeeper or a homemaker? Or, to put it another 
way, do you primarily think of your role in terms 
of the menial tasks or in terms of being a great con- 
tributor to the development of your children? 

6. As a father holding the priesthood, do you 
think this gives you the right to make decisions per- 
taining to family affairs without consulting your 

7. During the administration of the sacrament, 
what do you think about? Do you remember the 
Savior and all that He means to you? 

8. Do you study the scriptures regularly? Have 
you ever read each one of the four standard works, 
not just to read them through but to study and dis- 
cover the principles that will bring you lasting joy 
and eternal life? 

He who serves the Lord with real intent will 
find Him opening the windows of heaven and pour- 
ing out a blessing so that there is not "room enough 
to receive it." (Malachi 3:10.) It is written concern- 
ing our future life: 

. . . Eye hath not seen, nor ear heard, neither have 
entered into the heart of man, the things which God 
hath prepared for them that love Him. (I Corin- 
thians 2:9.) 

Library File Reference: SPIRITUAL LIFE. 

A FAMILY AFFAIR (Concluded from page 396.) 

Recently I went home to visit, and my ten-year- 
old brother came running up to show me a new 
watch. It was anything but fancy, but having it 
made him feel like he owned the world. Later I 
asked Mother where he got the money for it. I 
learned that he had worked with an older brother, 
baling hay for a local rancher; he had bought the 
watch, but he had sent most of the money he had 
earned to the missionaries. Tears filled my eyes, as 
I watch that so-very-young little brother skip hap- 
pily down the street to join his friends. I knew 
nothing of material worth could bring the joy that 
filled my heart at that time. Often I have prayed 
that I might have children as choice as my brothers 
and sisters, and that I might be as good an example 
and parent as my father and mother. Today our 
family has three missionaries in the field. 

There is nothing in this world that can bring a 
family closer than love in the home. Nothing can 
build that love so much as sharing spiritual experi- 

Library File Reference: FAMILY LIFE. 



Christmas Lighting 

on Temple Square 

by David W. Evans 

Two years is not really long enough to transform into 
a tradition an annual event such as Christmas Lighting 
on Temple Square. However, hundreds of thousands of 
Utahns and others who have witnessed or read about the 
1965 and 1966 Christmas lighting spectacles on Temple 
Square in Salt Lake City look forward with pleasure to 
the three-week period when the lights and other appro- 
priate attractions of Yuletide glow and glisten to remind 
us of the life and mission of Him whose birth we cele- 
brate in late December. 

Christmas lighting on Temple Square also has other 
meanings. Surmounting the south entrance gates to this 
sacred block blazes the immortal phrase which we asso- 
ciate with the birth of the Prince of Peace: "Good Will 
To Men." It is a reminder that we are all brothers, regard- 
less of race or creed. It is also an invitation to our neigh- 
bors and the "stranger within our gates" to strive for 
understanding and the common objectives of all men of 
good will. 

The Christmas lights also remind us, through the 
dimly lighted pioneer log cabin in the southeast corner 
of the block, of the faith and fortitude of our forefathers 
who settled these valleys and made the "desert blossom 
as the rose." (Isaiah 35:1.) 

Latter-day Saints do not accept December 25 as the 
actual date on which Jesus was born in the stable in 
Bethlehem. However, they join with Christians through- 
out the world in observing this day for reflection on the 
true meaning of Christ's mission. 

Christmas customs evolved from pre-Christian origins. 
Anciently, at the end of December, pagans in southern 
Europe celebrated the lengthening of days with feasts, 
and built bonfires to revive and strengthen the winter 
sun god. In time, as former pagan peoples became inte- 
grated into apostate Christianity, the central idea of the 
winter solstice — the return of the sunlight — became 
associated with the birth of Christ, the Light of the world. 

Later came the yule log and the many customs centering 
around the candle and the legends about its lighting the 
Christ child. The first Christmas tree, believed to be of 
German origin, came much later. It was said to be intro- 
duced into England by the German Prince Albert, hus- 
band of Queen Victoria, and was taken by German 
emmigrants to America. The substitution of electric lights 
for candles was a logical, inevitable step. 

The fact that Christmas lighting and some related 
Yuletide customs are, in part, of pagan origin, or at least 
were never a part of the religious ceremonies of pure 
Christianity, has not seemed significant to Latter-day 
Saints. Converts to the faith from home and abroad have 
found pleasure and satisfaction in continuing many of 
the customs of their native lands. We still recognize and 
keep in our hearts the worship of the Savior and His 
mission as the core of the Christmas celebration. 

The first formal use of Christmas lighting on Temple 
Square was December 9, 1965. On that memorable winter 
night President David O. McKay threw a switch in the 
presence of a crowd estimated at between 20,000 and 
30,000 people assembled on Temple Square. A burst of 
light from some 75,000 tiny colored globes drew a gasp of 
wonderment from all who were present. Instantly, every 
limb, branch, and twig in a circle of wintering sycamores, 
maples, boxelders, and birches, and another group of 
stately evergreens, came alive with soft light of transcend- 
ent beauty and artistry. But, even such physical beauty 
was surpassed by the radiant warmth of spirit which 
enveloped the scene and its viewers. 

The Tabernacle Choir responded with a medley of 
traditional Christmas Carols. 

Appropriate remarks were made by Elder Richard L. 
Evans. President McKay spoke briefly. 

Already, the huge tabernacle was packed to capacity 
to hear and witness the first of four nightly performances 
of Menotti's opera, Ahmal and the Night Visitors. 

(Concluded on opposite back of picture.) 

Photographs by 
Lorirt F. Wheelwright 



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Reproduced for Th» Instructor 

by Wheelwright Lithographing Co. 

Christmas Lighting on Temple Square 

During the remaining 22 days until midnight of New 
Year's Day many thousands of people — men, women, 
and children of all faiths and affiliations — passed 
through Temple Square to enjoy the sights and listen to 
the strains of recorded music by the great Tabernacle 
Choir and organ. A point of special interest was the 
lighted log cabin, built in 1847 and now brought to life 
with the aid of authentically-costumed manikins repre- 
senting a pioneer Mormon family making last-minute 
preparations for the celebration of Christmas. 

A special feature of the first year was the Nativity 
scene, built around an outdoor representation of the 
Bethlehem stable, with Mary and Joseph, sheep, cattle, 
and wise men on camels paying homage to the infant 
Jesus. This scene was staged in the area between the 
temple and the Bureau of Information. 

Another feature of the daily events during the first 
season was the appearance of choral groups from colleges, 
schools, churches, and other organizations, in informal 
programs around the grounds. Represented among these 
groups were a number of Catholic and Protestant choirs. 

Based on the widespread favorable response to the 
1965 Christmas spectacle, December 9, 1966, marked the 
official opening of the second Christmas Lighting on 
Temple Square. The lighted area was broadened and 
some new features added. The Nativity scene was moved 
to the large area between the tabernacle and the new 
Visitors Center. The spectacular rotunda area of the 
Visitors Center, where the Thorvaldsen Christus holds 
a commanding position — floodlighted for outside view- 
ing — formed an impressive backdrop for the enlarged 
Nativity scene. Besides the manger scene and the wise 
men on camels, the scene included a life-size, painted 
representation of the inn where Joseph and Mary asked 
for lodging the night the Christ Child was born. 

Something else was added also. It was the Biblical 
account of the events of that memorable day, recorded 
in finest stereophonic sound, telling the impressive story 
of the Nativity as stars and spotlights and sheep and 
cattle and the principal actors themselves came alive 
under electronic control to a precise, preset pattern, 

dramatizing the greatest story ever told. For 23 days, six 
times every hour from dusk until eleven p.m., this tableau 
told the story — never missing a light change or a 
musical beat. 

The opera, Ahmed and the Night Visitors, was again 
performed to capacity audiences in the tabernacle under 
the direction of Ardean Watts. 

All in all, it was an impressive portrayal of the mes- 
sage of the ages — the story of Luke: 

And she brought forth her firstborn son, and wrapped 
him in swaddling clothes, and laid him in a manger; 
because there was no room for them in the inn. 

And there were in the same country shepherds abid' 
ing in the field, keeping watch over their flock by night. 

And, lo, the angel of the Lord came upon them, and 
the glory of the Lord shone round about them: and they 
were sore afraid. 

And the angel said unto them, Year not: for, behold, 
I bring you good tidings of great joy, which shall be to 
all people. 

For unto you is born this day in the city of David 
a Saviour, which is Christ the Lord. 

And this shall be a sign unto you; Ye shall find the 
babe wrapped in swaddling clothes, lying in a manger. 

And suddenly there was with the angel a multitude 
of the heavenly host praising God, and saying, 

Glory to God in the highest, and on earth peace, good 
will toward men. (Luke 2:7-14.) 

Among the most impressed viewers of last year's 
Christmas lighting on Temple Square were President 
David O. McKay and Sister Emma Rae McKay. His first 
comment" as he beheld the Christmas lights at a special 
preview on the opening night was: "It is a beautiful 
sight — wonderful!" Subsequently he made two trips to 
see it again and was deeply impressed each time, as were 
hundreds of thousands of others who came and saw and 
went away better and more believing for their experience. 

(For all Christmas lessons; for Course 19, lessons of January 21 and 28, 'Lat- 
ter-day Saint Contributions to Understanding of God"; for Course 25, lesson 
of January 14, "Return Unto Me"; for Course 27, lesson of January 21, "Faith 
in Jesus Christ"; to support family home evening lessons 13 and 14; and of 
general interest.) 

Library File Reference: TEMPLE SQUARE. 

Christmas Came First 

In Palestine 

A Flannelboard Story by Marie F. Felt 

It was Christmas Eve, and a tired little girl 
cuddled in her mother's arms as they rocked back 
and forth in a favorite rocking chair. It had been 
a happy day but tomorrow would be even happier, 
for it was Christmas day. 

As they rocked, the mother sang this lovely 
Christmas song to her little daughter. (See "Christ- 
mas Cradle Song," The Children Sing, No. 153. 
Someone who sings could be invited to hold a child 
and sing the lullaby at beginning and end of story.) 

It was a night somewhat like this one, the mother 
said; a quiet, peaceful night. Mary and Joseph had 
come a long, long way to get to Bethlehem; and 
they were very, very tired. There had been no 
room for them at the inn, but they did not mind. 
They were grateful for a place where they might 
rest, even though it was a stable. 

On the hillside just outside of the city, shep- 
herds were caring for their sheep. At all times — 
and especially at night — they had to protect their 
sheep from wild animals that might attack and hurt 
them. On this particular night, likely the sheep and 
some of the shepherds were sleeping while others 
kept watch. There was not much light; only the 
stars and the moon. That is the way it usually is 
and the way our Heavenly Father planned it to be. 
People and animals can sleep better that way. 

But this night was to be different. It was to be 
so wonderful and so beautiful that people forever- 
more would remember it and be grateful. The Bible 
tells us about it in this way. It says: 

And there were in the same country shepherds 
abiding in the field, keeping watch over their flock 
by night. 

And lo, the angel of the Lord came upon them, 
and the glory of the Lord shone round about them: 
and they were sore [very much'] afraid. 

And the angel said unto them, Fear not: for, be- 
hold, I bring you good tidings of great joy, which 
shall be to all people. 

For unto you is born this day in the city of David 
[Bethlehem] a Saviour, which is Christ the Lord. 

And this shall be a sign unto you; Ye shall find 
the babe wrapped in swaddling clothes, lying in a 

(For Course 3, lessons of December 17 and 24, "How We Show 
Our Love" and "Christmas Is A Happy Time"; for Course 5, lesson 
of December 17, "Our Heavenly Father Loves Us"; for Course 7, 
lesson of December 24, "Christmas Lesson"; for Course 9, lesson of 
December 24, "Christmas, A Time for Loving and Giving"; for 
Course 25, lesson of December 17, "The First Christmas"; to support 
family home evening lesson 14; and of general interest.) 

And suddenly there was with the angel a multi- 
tude of the heavenly host praising God, and saying, 

Glory to God in the highest, and on earth peace, 
good will toward men. (Luke 2:8-14.) 

When they left, the shepherds talked with each 
other excitedly. Never before had such a wonderful 
thing happened to them. What the angel had told 
them was the news that people had been waiting for 
for hundreds and hundreds of years. Jesus, the son 
of our Heavenly Father, had been born that night. 
The angels had said that they would find Him 
wrapped in swaddling clothes and lying in a manger. 

"Let us now go even unto Bethlehem," they said, 
"and see this thing which is come to pass, which the 
Lord hath made known unto us." (Luke 2:15.) 
[End of Scene I.] 

"And they came with haste, and found Mary, 
and Joseph, and the babe lying in a manger" (Luke 
2:16), just as the angel had said that they would. 
Then' we think they would have told Mary and Jo- 
seph of the angel's message about the baby, who 
He was, and where He should be found; also of the 
great multitude of heavenly persons who joined the 
angel in singing praises to God, our Heavenly Father. 
Mary and Joseph were glad. They knew that this 
baby Jesus was the Son of God, our Heavenly Fa- 
ther, and they were happy that others now knew it, 

When they had finished talking, the shepherds 
left. They felt honored to have been guided to see 
this precious baby and grateful to know that He 
was the Savior, the Son of God. They felt, too, that 
such wonderful news should be shared with others. 
The Bible tells us that "when they had seen it, they 
made known abroad the saying which was told them 
[by angels] concerning this child. And all they that 
heard it wondered at those things which were told 
them by the shepherds." (Luke 2:17, 18.) 
[End of Scene II.) 

Our Heavenly Father planned another way for 
the people to know of the birth. He had told the 
Nephites in America that when Jesus should be born, 
He would place a new star in the sky, "such an one 
as ye never have beheld; and this also shall be a 
sign unto you." (Helaman 14:5.) 

Now there lived in a country far to the east of 
Palestine some wise men. They studied the stars, 

OCTO BER 1 967 


CHRISTMAS CAME FIRST IN PALESTINE (Concluded from preceding page.) 

and they had learned that a bright, beautiful new 
star would appear on the night that Jesus would 
be born. For many years they watched, waited, and 
studied, anxiously, waiting for the time when this 
should happen, and one night it did. Immediately 
they prepared to follow it and find the wonderful 
baby about which it told. Each one took with him 
precious gifts for the new baby. Off they went with 
great haste to wherever the star should lead them. 
[End of Scene HI.] 

And when they were come into the house, they 
saw the young child with Mary his mother, and fell 
down, and worshipped him: and when they had 
opened their treasures, they presented unto him 
gifts; gold, and frankincense, and myrrh. (Matthew 

It was a happy day in their lives, and one for 
which they would always be grateful. [End of Scene 


Note: As the telling of the story is finished, con- 
clude with the singing of the chorus of the song in- 
troduced in the beginning: 

Lullaby, baby, lullaby, dear, 

Sleep, little baby, have nothing to fear; 

Lullaby, baby, lullaby, dear, 

Jesus will care for his little one here. 


Matthew 1:18-25. 
Matthew 2:1-11. 
Luke 1:26-38. 
Luke 2: 1-20. 

How To Present the Fiannelboard Story 

Characters and Props Needed for This Presentation Are: 

(Fiannelboard cutouts from The Instructor, October, 1963, 
may also be used to supplement this material.) 

Shepherds (NT171). To be used in Scenes I and II. 

Sheep (NT172) . To be used in Scenes I and II. 

An angel with a heavenly host singing praises to God (NT 

173). To be used in Scene I. 
A manger with baby Jesus in it and Mary watching over it, 

Joseph standing beside them (NT174). To be used in 

Scene II. 
Large, bright new star (NT175). To be used in Scenes 

III and IV. 
Wise men on camels (NT176). To be used in Scene III. 
Mary seated holding child Jesus, Joseph is standing near 

(NT177). To be used in Scene IV. 
Wise men kneeling (NT178). To be used in Scene IV. 

Order of Episodes: 

Scene I: 

Scenery: A hillside on the outskirts of Bethlehem. A 

dark blue sky depicting night, with a few small stars 

and a part moon showing on it. Sheep huddled 

together on the hillside. Shepherds watching the 

Action: An angel appears in the sky, telling of the 

Savior's birth. The angel is joined by others who 

sing praises to God. * 

Scene II: 

Scenery: At the stable. Interior view of the stable, 

showing the manger with baby Jesus in it. 
Action: Mary and Joseph are there with baby Jesus 

in the manger. The shepherds enter to see the 

baby. The shepherds leave and return to the flock. 
Scene III: 

Scenery: Outdoor desert scene. Blue flannel for the 

sky and gray flannel for the sand desert. Large, 

bright star in the sky. 
Action: The wise men and camels are crossing the 

desert to find the newborn Savior. 

Scene IV: 

Scenery: The interior of the house in which Mary, 
Joseph, and baby Jesus are staying. The teacher 
may elaborate with simple drawings of interior of 
a house, with a small opening to represent a win- 
dow. In the center of the room, place a little 
painted stool, used often as a table. Around the 
walls, show shelves with bed quilts rolled up on 
them. In the center of the room hang a little 
lamp shaped somewhat like a pitcher. Have a door 
leading to the outside. 

Action: Mary seated on a stool holding the baby Jesus. 
Joseph is standing by the door. The wise men enter 
carrying gifts for the baby. They kneel to wor- 
ship him. 

Library File Reference: JESUS CHRIST— BIRTH. 



Everyone needs the understanding of a fellow human being 
— intimate, confidential, trusting communication. 


by Lowell L. Bennion 

Recent studies indicate that children must have 
love and affection often, even to survive, to say noth- 
ing of its being a prerequisite for their developing 
into self-accepting human beings, capable of getting 
along with their fellowmen. 

Even on the college level, when young people are 
approaching full adulthood, it is becoming clear 
that students learn more effectively when they really 
know their fellow students and professors. At sev- 
eral large universities in America some professors 
now have offices and even classrooms in the dormi- 
tories. Other colleges are arranging that groups of 
20 to 30 freshmen have several classes together 
throughout the year, so that there may be close 

Man is a social being. We live and move and have 
our being in God, as Paul said, and also in each other, 
as the Gospel attests. It is not surprising that Jesus 
made all else in religion depend on love and that 
Paul said we are as sounding brass and a tinkling 
cymbal without it. 

Love nourishes the soul of man as blood does his 
body. Love lifts the spirit of man as yeast raises 
dough. Love is the magic ingredient which opens 
the mind and heart of a student so that he can 
hear, understand, and believe what a teacher has to 

Teaching Insights — Tenth in a Series 

say and what he is. Without love, Gospel-teaching 
is barren, fruitless, external, a mere play on words, 
meaningless abstraction. 

The thoughtful Gospel teacher will be not only 
conscious of each individual student in his class and 
of the ideas in his lesson, he will also help each stu- 
dent build meaningful relationships with others. 


Everyone needs the understanding of a fellow 
human being — intimate, confidential, accepting, and 
trusting communication with another person. This 
is exemplified beautifully in the mother-child rela- 
tionship and between husband and wife in a good 

Each person in your class, be he young or old, 
needs such a relationship in the classroom setting, 
if he is to learn best and then appropriate the teach- 
ing to his life. There are two opportunities for him 
to experience this one-to-one relationship: the first 
is with a fellow student, one of his peers, and the 
second with the teacher. 


1. How can you build one-to-one relationships among 
your class members? 

2. How can you build a one-to-one relationship between 
yourself and each member of the class? 


A second meaningful relationship is to belong 
to a small group, from five to ten individuals of one's 
own age, whether boys, girls, or both. Group-inter- 
action has its distinct values. It provides a variety 
of points of contact, a greater chance of acceptance 
by someone, more personal and intellectual stimula- 
tion, and greater ease of belongingness. On a date, 
for example, the "average" youth feels more com- 
fortable with several couples than he does alone with 
his partner. Conversation is facilitated. Likewise, in 
the classroom, there is rich interchange and a free- 
ing of thought and feeling when one is permitted to 
share meaningful, small group association.* 


1. What are some ways of developing meaningful, some- 
times ongoing, group relationships within your class? 

2. Suppose you had a 12-year-old girl in your class who 
was obviously shunned by the other girls. How would 
you bring her into the group? 

In summary, think of teaching as an opportunity 
to build relationships between you and your students 
and among your students. Teaching, to be most 
effective, is more than an intellectual process; it 
must be consistent with other aspects of human na- 
ture. Man needs to belong to others. 

*Dr. Darrell Moses of Brigham Young University has verified, 
both in research and his own experimentation, the great value of 
building both one-to-one and group relationships in teaching. 
Library File Reference : TEACHERS AND TEACHING. 

OCTOB ER 1967 



Art in/ Dak Kilbourn. 

From the findings of the leaders in educational 
psychology, teachers are beginning to realize that 
a student is not just a vessel to be filled, he is . . . 


by Lynn F. Stoddard* 

Through the years men have sought answers to 
the question: 

"What kind of teaching is necessary to bring 
about changes for good in the lives of our students?" 

To members of The Church of Jesus Christ of 
Latter-day Saints this question is especially vital, 
because there are many evidences that we are not 
succeeding as well as we would like in teaching 
the basic principles of the Gospel to our youth. 
Many students complete the courses of study in Sun- 
day School without developing a "vital faith in God," 
a testimony, or a conviction for the Latter-day Saint 
way of life. Many aspire to go on missions, to marry 
in the temple, to pay a full tithing and fast offer- 
ing, to live the Word of Wisdom, and to participate 
fully in Church activities; but many do not. 

How can we communicate the Gospel message? 
What are the ways of building a commitment to the 
Gospel in the lives of our young people? 

For many of our Sunday School members we 
have "filled the vessel" — but we have not succeeded 
in "lighting the lamp." These students have been 
exposed to all or most of the courses of study, and 
apparently they have assimilated or absorbed the 
information provided; yet they still lack faith and 
commitment. How, then, do we ignite in them the 
inner fire of testimony? 

New clues come to us from those who have stud- 
ied the teaching-learning processes. Research find- 
ings are wonderfully exciting as they support and 
reinforce basic Gospel principles. And from research 
comes one basic, significant idea that today we need 
a new view of teaching based on our understanding 
of the learning process: We must not assume that 
we have taught merely because we have presented 

In the past teachers have viewed learners as 
"knowledge absorbers." We have felt that, some- 
how, if a student received and understood informa- 
tion, his actions would be affected in a positive direc- 
tion. Now we know that this is not true. Every day 
all of us do things contrary to our better knowledge. 
Something more is needed than clever dissemination 
and discussion of information. 

Leaders in educational psychology suggest that 
we need to view the learner as a "thinker" or 
"knowledge producer," rather than as a mere "knowl- 
edge absorber." 

*Lynn F. Stoddard is Davis (Utah) Stake Sunday School super- 
intendent and principal of the Hill Field Elementary School in Davis 
County. The school is one of four in the United States working on 
Operation Snowball, devising teaching strategies to develop creative 
and productive thinking power in children. Born in Hooper, Utah, 
Brother Stoddard attended the University of Utah (B.A., 1950) and is 
president-elect of the Utah Association for Supervision and Curricu- 
lum Development. He and his wife (Loraine Hughes) are members of 
the Farmington 2nd Ward; they have nine children. 




(Vessel-filling Activities) 

The Teacher: 

(1) Often uses the lecture method or reads the 
lesson to the class. 

(2) Uses a variety of ways to present informa- 

a. pictures d. charts and maps 

b. slides e. chalkboard 

c. films f . fact sheets, etc. 

(3) Emphasizes students receiving and remem- 
bering information. 

Uses fact questions. 

(4) Expects attentive listening. 

(5) Uses class discussion to help students ar- 
rive at teacher's answers or to guess what 
the teacher is thinking. 

(6) Believes that what happens to the learner 
is the teacher's full responsibility. 

(7) Uses corrective discipline to maintain 

(8) Uses historical perspective. 

(9) Suggests that students apply lesson to 
daily life. 

(10) Teaches by authority (telling), 

Answers students' questions directly, 
Overemphasizes "right-or-wrong" answers. 


(Lamp-lighting Activities) 

The Teacher: 

(1) Uses lesson information as "raw material" 
for building meanings, attitudes, commit- 
ment, and testimony. 

Uses the problem-solving method to have 
class members produce experimental ideas. 

(2) Organizes resources so that learning expe- 
riences will result from the use of: 

a. people 

b. pictures, slides, films, charts, maps 

c. lesson manuals 

d. periodicals, books, etc. 

(3) Makes a definite effort to stimulate the 
reasoning and creative processes of stu- 
dents. Bring out many possible alternative 
situations for analysis, and asks open-end 
questions to stimulate thinking: 

a. What would happen if ... ? 

b. What could have happened if ... ? 

(4) Organizes for active participation and in- 
volvement of class members. 

Practices democracy by having class set up 
standards for courtesy and conduct, 

(5) Provides for depth analysis of information 
by having class members predict possible 
consequences of certain behaviors. 

(6) Holds individual student responsible for 
his own growth and development. 

(7) Uses preventive discipline techniques to 
maintain interest and enthusiasm: 

a. Prepares prayerfully, 

b. Studies each child to learn his needs, 

c. Actively involves students in learning. 

(8) Relates past events to the real-life, per- 
sonal experiences of each individual. 

(9) Provides for lesson application by organiz- 
ing class projects to try out Gospel prin- 
ciples. (See "Feast of the Passover," The 
Instructor, September, 1967; page 352.) 
Has students report the results of their 
learning by doing. 

(10) Helps students discover the answers to 
their questions by: 

a. Turning questions back to the class, 

b. Turning question back to the individual 
by asking another question, 

c. Suggesting a place where answers can 
be found. 

(Concluded on page 405.) 





Two important dates this Sep- 
tember have affected Sunday 
School children in the northern 
hemisphere: The opening day of 
school and the beginning day of 
the new courses in Sunday School. 
For the first time, both occur in 
the same month, and nearly at 
the same time. 

Because of this concurrence, 
Course 5 was easier to form this 
year than its equivalent, Course 3, 
was in former years. Alert super- 
intendents kept both dates in mind 
when they promoted new pupils 
to Course 5 on the first Sunday in 
September. They tried to look 
ahead to the child's first day in 
school and placed him in Course 5 
if it seemed likely that two years 
hence he would start day school 
in September. 

It would be well for superinten- 
dents to take another look at the 
birth date of each child in Courses 
3 and 5, with the entrance age into 
day school in mind. It is not too 
late to make the adjustments that 
will mean much to the children's 
peace of mind later in giving them 
the same Sunday School compan- 
ions as they have at day school. 

It is even more important that 
the superintendency and teachers 
immediately examine the social 
contacts of class members of 
Courses 7 and 9, as well as those 
of the pupils of the higher num- 
bered courses. Is John properly in 

Course 7 even though he is 7 years 
old, when all his schoolmates and 
playmates are in Course 9? Prob- 
ably he belongs in Course 9 with 
his friends but has said nothing 
about it because his teacher has 
insisted on his remaining in Course 
7, mistakenly thinking that age is 
the most important factor in the 
placement of pupils in Sunday 

Mary, on the other hand, is 8, 
and a liberal-minded teacher has 
insisted that she go into Course 9 
with the other 8 -year-old girls. But 
all her schoolmates and compan- 
ions are in Course 7, and she prob- 
ably will rebel and stay away from 
Sunday School if she is made un- 
happy with Sunday School class- 
mates who do not accept her as 
their equal. 

The members of the superinten- 
dency and the teachers have a joint 
and exciting responsibility to know, 
as far as possible, every child in 
each department — to know his 
companions and his desires. This is 
not easy. Children do not confide 
in adults who are strangers or mere 
acquaintances. The teachers who 
talk with their pupils outside of 
class, who invite them to their 
homes, who arrange for parties and 
outings— these are they who find 
out quickly whether any of their 
group are not in a Sunday School 
class with their friends. 

The superintendency, then, 

should work closely with the teach- 
ers this month to reassign the 
misplaced students. Now, as the 
new courses are beginning, is the 
time to discover individual prob- 
lems and to correct them. 
— Superintendent 
David Lawrence McKay. 


September 29, 30, 

October 1, 1967 

General Conference 

September 29, 1967 

Sunday School 

Departmental Sessions 

September 30, 1967 
Instructor Breakfast 

October 1,1967 


Sunday School Conference 

December 24, 1967 
Christmas Worship Service 



Answers to Your Questions 

Blackboard for double-session 
Sunday Schools 

Q. In double-session Sunday 
Schools, how can the teacher of 
one class share the blackboard 
with the class using the same room 
immediately preceding? 

— Norfolk Stake. 

A. A portable or disappearing 
blackboard is usually the best an- 
swer. Either write in advance on 
the back of the board so that it 
may be turned around at the prop- 
er time, or prepare your material 
on the board outside of the room 

and roll it in for the class period. 

Course 9 Children in Senior . 
Sunday School 

Q. Will Course 9 be in the Jun- 
ior Sunday School in the year 
1967-68? — Phoenix Stake. 

A, It is recommended that chil- 
dren eight and nine years of age 
in Course 9 be in Senior Sunday 
School, and that Course 7 for chil- 
dren six and seven years of age 
remain in Junior Sunday School. 

Course 12 in Youth Group 

Q. Does the superintendent's re- 

sponsibility for supervision of the 
Child group include Course 12? 

A. No. Course 12 is in the Youth 
group, for which one of the assis- 
tant superintendents is responsible. 
The Child group ends with Course 

The Hymn Board 

Q. What is the proper name for 
the board on which the hymn num- 
bers are placed? 

A. Hymn board. 

— General Superintendency. 

Memorized Recitations 

December, 1967 

Scriptures listed here should be 
memorized by students in Courses 
11 and 17 during October and No- 
vember. Each class should recite 
in unison the passage for its re- 
spective course during the Sunday 
School worship service of Decem- 
ber fast day. 

Course 11: 

(This scripture indicates that 
God has many blessings in store 
for those who love Him.) 

"But as it is written, Eye hath 
not seen, nor ear heard, neither 
have entered into the heart of man, 
the things which God hath pre- 
pared for them that love him." 

— / Corinthians 2:9. 

Course 17: 

(This scripture indicates the 
need for faith when we pray.) 

"And whatsoever ye shall ask 
the Father in my name, which is 
right, believing that ye shall re- 
ceive it, behold it shall be given 
unto you." 

SNephi 18:20. 

A LAMP TO BE LIGHTED (Concluded from page 403.) 

This new view of the teaching-learning process 
is destined to have a profound influence upon the 
education of our children and youth of the future. 
Teaching which actually changes attitudes and be- 
liefs is what we seek. The prominent psychologist 
and educator, Earl Kelley, has said: 

"... How a person feels is more important than 
what he knows. This seems true because how one 
feels controls behavior, while what one knows does 
not." 1 

Let us be done with the notion that the teacher's 

1 "A Place of Effective Learning," an editorial by Earl Kelley, 
Educational Leadership Magazine, April, 1965; page 455. 

role is to present information. The teacher's role is 
to organize learning experiences. 2 


1. Perceiving, Behaving, Becoming, 1962 Yearbook, As- 
sociation for Supervision and Curriculum Development. 

2. Educational Leadership Magazine, May, 1966. 

3. Development of a Theory of Education from Psycho- 
logical and Other Basic Research Findings; Calvin W. 
Taylor, Brewster Ghiselin, John W. Wolfer, Lorraine 
Loy, and Lyle E. Bourne, Jr.; U. S. Office of Educa- 
tion, Cooperative Research Project No. 621, August, 
1964. Mimeographed, 193 pages. 

4. Productive Thinking in Education, Aschner and Bish, 
Editors; N.E.A. and Carnegie Corporation. 

2 "The Supervisor and Media," by Elwood E. Miller and DeLayne 
Hudspeth, Educational Leadership Magazine, May, 1966; page 659. 
Library File Reference: TEACHERS AND TEACHING. 

OCTOB ER 1967 


Our Worshipful Hymn Practice 

Senior Sunday School Hymn for the Month of December 

Hymn: "While Shepherds Watched 
Their Flocks by Night"; author, Nahum 
Tate; composer, unknown — music from 
a traditional Yorkshire carol; Hymns — 
Church of Jesus Christ of Latter-day 
Saints, No. 222. 

There is no season of the year 
when music plays so vital a role 
as it does at Christmas time. Love- 
ly carols fill the air wherever we 
go, and the magnificent news of 
the Savior's birth and the eternal 
promise it gives to us always seem 
new. Musicians have found some 
of their finest inspiration in the 
circumstances surrounding the 
birth of Jesus of Nazareth, and 
among the most worthwhile and 
universally enjoyed compositions 
are those which have come to us 
from talented yet unknown hands, 
and for which we can only give the 
reference, "traditional" or "anony- 
mous." Such is the joyful carol 
under consideration this month. 

We know that song and dance 
were associated with religious rit- 
uals and festivals from the earliest 
times, and we can easily note the 
dance-like nature of this carol, 
which, instead of detracting from 
the text, graphically points up its 
happy message. However, the 
dance-like qualities of the music 
are qualities of the folk dance, 
rather than anything of a sensuous 
nature. It is the lilt and buoyancy 
of the music which creates the 
proper and highly desirable ele- 
ment of joyfulness with which we 
associate Christmas, in spite of 
what sometimes seem highly 
troubled times, the hope of all 
mankind. The text is an adapta- 
tion of some of the most beautiful 
scriptures at our disposal — Luke 
2:8-14. All who have heard Han- 
del's Messiah have thrilled to 
these magnificent pronouncements. 

To the Chorister: 

Last month we dealt with the 
idea of expressive conducting. 
There is a danger inherent in this, 
of course. To some, being expres- 
sive may indicate being emotional 
and insincere. On the contrary, 
there is no place for sentimentality 
in the music of the worship service, 
any more than there is room for 
sentimentality in the worship serv- 
ice itself. You will notice that we 
refer to "sentimentality" — not 
"sentiment." The latter word 
refers to a personal awareness 
or feeling, as contrasted to an 
exaggerated effusiveness. In other 
words, all a chorister or conductor 
should endeavor to do is to dis- 
cover the possibilities the music 
and text have to offer for a com- 
plete understanding and effective 

Remember, one of the primary 
purposes of singing hymns is to 
experience the pleasure of worship 
in song with one's friends, but it 
is still worship! We sing praises 
and prayers to our Heavenly Fa- 
ther, and the chorister's purpose is 
to help us do this most effectively, 
by expressive, sincere conducting 
which does not detract from the 
hymn, but rather points it up with 
correct tempo, dynamics, and un- 
derstanding. The beat must never 
be of the "barn-painter" variety, 
but clear, concise, and well- 
schooled to the material. The 
countenance of the chorister should 
reflect the mood of the hymn. 

The chief problem in conducting 
this hymn centers around the 
"pickup" beat with which it be- 
gins. The half note is the primary 
unit here, and we begin, then, with 
a half beat, since the first note is 

a quarter note. Since there are 
two beats per measure, the hymn 
starts on the last half of the up- 
beat. Practice dividing this up- 
beat many times prior to your 
presentation of the hymn so that 
the congregation will know exact- 
ly at which point you expect them 
to begin singing. As always, prac- 
tice with the organist ahead of 
time to avoid problems. 

To the Organist: 

This is a vigorous hymn, but it 
must not sound choppy — merely 
buoyant and lilting. Be sure you 
maintain an even tempo and help 
the chorister by a strong, sure at- 
tack at the beginning of each verse. 
Because there are only three stan- 
zas involved, there is little need 
for an interlude. The text is of a 
continuous nature and would suf- 
fer from interruption — except, as 
always, for allowing a brief mo- 
ment for the singers to breathe at 
the conclusion of each stanza. This 
must be worked out with the chor- 

Likely you will be asked to play 
the hymn in its entirety upon its 
first presentation to the congre- 
gation, but it should not be neces- 
sary to introduce it in that man- 
ner thereafter. The most logical 
introduction for hymns is the play- 
ing of the first and last phrases, a 
procedure which works well with 
this one; in other words, proceed 
from the dotted-quarter note in 
the second full measure to the 
eighth note prior to the second 
measure from the end. Another 
smooth transition, and one you 
may want to use for a better es- 
tablishment of the theme, would 
be to play the first two and the 
last two phrases. 

— Ralph Woodward. 



Junior Sunday School Hymn for the Month of December 

December is the Christmas 
month. During this month we like 
to sing hymns about the birth and 
birthday of our Savior. The hymn 
practice time for December will be 
spent learning the five special 
songs chosen for the Junior Sun- 
day School Christmas program. 
(See page 390 of this issue for the 
complete program.) Advance prep- 
aration by the chorister and organ- 
ist is highly important to achieve a 
rich, spiritual experience in this 
special program. We urge that you 
check your various sources for 
these songs now, so that you will 
have them before December. 

Hymn: "Christmas Cradle Song," 
author and composer, Joseph Ballan- 
tyne; The Children Sing, No. 143. 

This familiar Christmas hymn, 
known and loved by young and 
old, will learn quickly and easily. 
Stress the message of the words. 

The chorus (fourth line) is in 
6/8 time and this time is usually 
conducted in two beats rather than 
six. This would indicate that the 
chorus would move at a slightly 
faster tempo than the verse. Be 
as natural as you can in the direc- 
tion of this hymn. If time will not 
permit learning all verses, concen- 
trate on learning just a single 
verse. But learn tnis verse well, 
and make its meaning significant. 

Hymn: "Once Within a Lowly 
Stable," The Children Sing, No. 154. 

More time will be needed to 

December Sacrament Gems 

Senior Sunday School 

"And when they had eaten he 
commanded them that they should 
break bread, and give unto the 
multitude." 1 

Junior Sunday School 

Jesus said, "Pray that ye enter 
not into temptation." 2 

!3 Nephi 20:4. 
*Luke 22:40. 

learn this hymn. Practice it until 
you can sing it from memory. 
Avoid saying what we recently 
heard a Junior Sunday School 
chorister say, "I don't know this 
hymn, and neither does the organ- 
ist. So we'll all learn it together." 
Again, if the children can only 
learn one verse, that will be fine. 
Rehearse in one hymn practice only 
what can be done well. Yours is a 
great responsibility, the teaching 
of the Gospel through music. 

Hymn: "Hallelujah," Sermons and 
Songs for Little Children, 1 page 17. 

Note the bell-like, two-measure 
interludes throughout the piece. 
Conduct these from the very begin- 
ning, but conduct them with a 
small beat so the children will not 
think it is their turn to sing. The 
range is perfect for young voices. 
The children will love to sing this 
again and again. Avoid allowing 
the children to shout "Hallelujah," 
as some may wish to do. Explain 
to the children that "Hallelujah" is 
simply the Hebrew way of saying, 
"Praise ye the Lord," and it is an 
exclamation used frequently in 
songs of praise to our Heavenly 

^oiselle Renstrom, Sermons and Songs 
for Little Children; Deseret Book Company, 
Salt Lake City, Utah; 1958. 

HYMN: "Hosanna," found on page 
392 of this isue. 

(A fine discussion of this hymn 
is found in the August, 1963, issue 
of The Instructor, page 295.) The 
hymn must be rehearsed ahead of 
time by chorister and organist. The 
fermatas, or holds, on the last part 
of the word "Hosanna" is diffi- 
cult to present without rehearsal. 
Do not hold these fermatas too 
long. The hymn itself presents no 
other major musical problems. 
Again, emphasize the message of 
the song. The word "Hosanna" is 
similar to "Hallelujah," in that 
"Hosanna" is an exclamation of 
praise to our Father in heaven or 
to Jesus. It means, "Save now, we 

Hymn:"0 Come, Little Children," 
found on page 393 of this issue. 

This song is sung by many of 
our children in Europe at Christ- 
mas time. You will enjoy learning 
it. Children can identify easily 
with this song as it pertains to 
them and is written in their lan- 
guage. Again, stress the message. 

As choristers and organists, you 
will have much to do during De- 
cember. Please avoid the use of 
hymns which do not mention the 
Savior and His birth. 

— A. Laurence Lyon. 

Organ Music To Accompany December Sacrament Gems 








r r *r r 





Melvin W. Dunn 










j til 











OCTOB ER 1967 



This is a supplementary chart to help teachers find 
good lesson material from past issues of The Instructor. 
Available magazines are 35£ each. Reprints of many center- 
spread pictures (and flannel board characters since May, 
1965) are available for 15c each. 

We encourage Latter-day Saints to subscribe to and 
save The Instructor as a Sunday School teacher's encyclo- 
pedia of Gospel material. 

Abbreviations on the chart are as follows: 

First number is the year; second number is the month; 

third number is the page. (e.g. 60-3-103 means 1960, 

March, page 103.) 
Fbs — flannelboard story. Cs — centerspread. 
Isbc — inside back cover. Osbc — outside back cover. 
Conv- — Convention Issue. 
CR — Centennial Reprint. 
* — not available. Use ward library. 



1 f 

November 3 







19 1 25 





i 62-1-6, 8 



60-6- Fbs 



1 50-7-Isbc* J 62-1-4 




! 62-2-42* 

1 64-1-44 



62-1-4, 12* 

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84, 96 






by H. Richard Thomas* 

Had we no other information about Nephi than 
the few verses known as the "Song of Nephi" we 
would have sufficient evidence to convince us of 
his greatness. That he was a person of unusual 
capacity is suggested by the willingness of a group 
of people to follow him into the wilderness when 
some of his brethren sought to take his life. His 
construction of a temple and his ability to or- 
ganize his followers to care for themselves both spir- 
itually and temporally tell us that he was a person 
of considerable capacity. (See 2 Nephi 5.) 

Most important as an indication of Nephi's great- 
ness is the evidence that he deeply loved his people 
and was loved by them. Nephi says, "I pray con- 
tinually for them by day, and mine eyes water my 
pillow by night." (2 Nephi 33:3.) His love was re- 
turned, for not only were many intelligent people 
willing to follow him but they used his name for the 
area in which they settled, asked him to be their 
king, and called themselves Nephites. (See 2 Nephi 

Were we to analyze the reasons for the impres- 
sive affinity between Nephi and his people we would 
have to include references to the following: (1) 
They had endured many things together in the 
struggle to get to the promised land. (2) Nephi had 
served them selflessly with no requirement or ex- 
pectation of remuneration. (3) He had been a teach- 
er and prophet of great faith, receiving many im- 
portant revelations in their behalf. (4) He was a 
real person whom they knew intimately. While we 
may respect and admire those whom we know super- 
ficially, we can really love only those with whom we 
have a close association of giving and sharing. 

(For Course 9, lesson of December 10, "A Latter-day Saint Is 
Prayerful"; for Course 17, lesson of December 3, "Nephi, a States- 
man"; for Course 25, lesson of December 31, "Look for the Beam"; 
for Course 27, lesson of October 29, "Mortal Probation"; for Course 
29, lessons of December 10, 17, and 31, "Faith" and "Repentance"; 
to support family home evening lesson 15; and of general interest.) 


In connection with this last reason, the "Song 
of Nephi" takes on new meaning. It is one of the 
most impressive pieces of literature in all scripture. 
It is not only an accurate commentary on life and 
repentance, it gives us some special insight into 
Nephi's character. 

It would be well to read the whole psalm aloud 
while analyzing its sections and making comments 
as seem appropriate. 

Verses 16-19 describe Nephi's attitude of humil- 
ity and despair because of his weaknesses and sins. 
This is certainly the reaction of a righteous man. It 
is the wicked person who tends to find excuses for 
his sins or to seek false comfort in such rationaliza- 
tions as, "Everyone else is doing it." 

Next Nephi recounts to himself the many bless- 
ings he has enjoyed even though he is not a perfect 
man (verses 20-25). This is true for all of us. God 
is not interested in condemnation. He is concerned 
that we meet the challenges of life and grow from 
the experience. He blesses and helps even the most 
sinful, if they will honestly seek Him. 

In verses 26-30 Nephi reevaluates his attitude 
of remorse in the light of God's goodness to him 
and reorients it in a more positive vein. Verses 31- 
33 contain a beautiful prayer in which Nephi suppli- 
cates the Lord for strength to improve: "Wilt thou 
make me that I may shake at the appearance of 
sin?" The psalm concludes with an inspiring prayer 
of commitment in which Nephi dedicates himself 
to being a better person. 

(Continued on following page.) 

*H. Richard Thomas is a member of the faculty of the Univer- 
sity of Utah Institute of Religion and a guide on Temple Square. 
He served in the British Mission (1957-1959). He has been president 
of his elders quorum, a member of an MIA superintendency and 
a stake mission presidency, and has taught Sunday School, MIA, 
and priesthood classes. Brother Thomas earned degrees from Utah 
State University (B.S., 1962) and U. of U. (J.D., 1965). He is a 
member of the University 10th Ward, University 2nd Stake. 



SONG OF NEPHI (Concluded from preceding page.) 


This marvelous piece of scripture describes the 
process each of us goes through as we repent and 
strive to improve our lives. It is one of the best 
authenticators of the Book of Mormon. Moreover, 
it has significant value for us in our study of the 
Book of Mormon in communicating the fact that 
Nephi was a real person who struggled with the 
issues of life much the same as we do. Throughout 
history men have shown a tendency to put prophets 
in a class apart from all other men. They are un- 
naturally elevated in a way which makes their work 
more difficult. The Prophet Joseph Smith tells us 
how this phenomenon adversely affected men's ac- 
ceptance of him. 

. . . I was this morning introduced to a man from 
the east. After hearing my name, he remarked that 
I was nothing but a man, indicating by this expres- 
sion, that he had supposed that a person to whom 
the Lord should see fit to reveal His will, must be 
something more than a man. He seemed to have for- 
gotten the saying that fell from the lips of St. James, 
that Elias was a man subject to like passions as we 
are, yet he had such power with God, that He, in 
answer to his prayers, shut the heavens that they 
gave no rain for the space of three years and six 
months; and again, in answer to his prayer, the heav- 
ens gave forth rain, and the earth gave forth fruit. 
Indeed, such is the darkness and ignorance of this 
generation, that they look upon it as incredible 
that a man should have any intercourse with his 
Maker. 1 

The same difficulty attends our general author- 
ities today. As members of the Church we have a 
tendency to communicate to one another an inac- 
curate idea of these leaders. Speaking to the topic, 
"Are the General Authorities Human?" Elder Bruce 
R. McConkie has said: 

"Such is the view in the world generally; people 
think: If there is such a thing as a prophet, he is 
so ennobled and exalted that he is different from 
the general run of men. They may think of John the 
Baptist out in the desert eating locusts and wild 
honey, or of someone like Enoch, of whom the peo- 
ple said, 'A wild man has come among us.' 

"And there is somewhat this same concept in the 
Church. We think of the dignity and glory and 
greatness of the office. Then some of that feeling 

documentary History of the Church, Volume II; page 302. 

spills over and is applied to the individual who holds 
the office. 

"There might be a way to get this subject in a 
better perspective. Instead of saying, 'Are the gen- 
eral authorities human?' let me say to you, 'Is your 
bishop human?' What would the answer be? Or if 
I would say to you, 'Are the missionaries human?' 
would the answer be yes or no? It depends en- 
tirely on what we are talking about. Certainly they 
are human in the sense that every foible and fraility 
and difficulty common to the human race attends all 
of them and all of us. But on the other hand, the 
general authorities and the bishops and the mis- 
sionaries — and this extends out and includes every 
member of the Church — ought not to be human in 
the sense of worldliness or of carnal pursuits. . 


'WOULD . . . ALL 


It would be just as inaccurate and inappropriate 
to suggest that Nephi was not repenting for what 
were to him real sins as it would be to imply that 
his sins were grave, for he was a real person and 
was therefore subject to "every foible and frailty 
and difficulty common to the human race." When 
we, as teachers, present not only Nephi but prophets 
in general as quite perfect and confirm the miscon- 
ception in the minds of children, we are unjustly 
conditioning the young to an unhappy and frus- 
trating experience when they come to understand 
that these good men are human. 

The psalm of Nephi presents a unique opportu- 
nity to teach repentance, faith, hope, and love, and 
also confidence in a warm and personal Father in 
heaven. It is wonderful to know that God does not 
require perfect men to do his work as prophets. It 
is equally wonderful to know that all men share 
the same destiny in the eyes of God. Moses said 
it well: 

Would God that all the Lord's people were proph- 
ets, and that the Lord would put his spirit upon 
them! (Numbers 11:29.) 

We cannot all serve as President of the Church 
or as general authorities, but we can become as 
worthy and capable as they if we, like Nephi, truly 
feel sorrow for our sins, recognize God's goodness 
to us, repent, and resolve to do better. 

2 Bruce R. McConkie, "Are the General Authorities Human?" a 
talk given at the University of Utah Institute of Religion, October 
28, 1966. 
Library File Reference : PROPHETS AND PROPHECY. 



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Behold, my soul delighteth in the 
things of the Lord; and my heart pon- 
der eth continually upon the things which 
I have seen and heard. 

Nevertheless, notwithstanding the great 
goodness of the Lord, in showing me his 
great and marvelous works, my heart 
exclaimeth: O wretched man that I am! 
Yea, my heart sorroweth because of my 
flesh; my soul grieveth because of mine 

I am encompassed about, because of 
the temptations and the sins which do 
so easily beset me. 

And when I desire to rejoice, my heart 
groaneth because of my sins; neverthe- 
less, I know in whom I have trusted. 

My God hath been my support; he 
hath led me through mine afflictions in 
the wilderness; and he hath preserved me 
upon the waters of the great deep. 

He hath filled me with his love, even 
unto the consuming of my flesh. 

He hath confounded mine enemies, 
unto the causing of them to quake be- 
fore me. 

Behold, he hath heard my cry by day, 
and he hath given me knowledge by vi- 
sions in the nighttime. 

And by day have I waxed bold in 
mighty prayer before him; yea, my voice 
have I sent up on high; and angels came 
down and ministered unto me. 

And upon the wings of his Spirit hath 
my body been carried away upon exceed- 
ing high mountains. And mine eyes have 
beheld great things, yea, even too great 
for man; therefore I was bidden that I 
should not write them. 

then, if I have seen so great things, 
if the Lord in his condescension unto the 
children of men hath visited men in so 
much mercy, why should my heart weep 
and my soul linger in the valley of sor- 
row, and my flesh waste away, and my 
strength slacken, because of mine afflic- 

And why should I yield to sin, because 
of my flesh? Yea, why should I give way 

to temptations, that the evil one have 
place in my heart to destroy my peace 
and afflict my soul? Why am I angry 
because of mine enemy? 

Awake, my soul! No longer droop in 
sin. Rejoice, O my heart, and give place 
no more for the enemy of my soul. 

Do not anger again because of mine 
enemies. Do not slacken my strength be- 
cause of mine afflictions. 

Rejoice, O my heart, and cry unto the 
Lord, and say: O Lord, I will praise thee 
forever; yea, my soul will rejoice in thee, 
my God, and the rock of my salvation. 

O Lord, wilt thou redeem my soul? 
Wilt thou deliver me out of the hands of 
mine enemies? Wilt thou make me that 
I may shake at the appearance of sin? 

May the gates of hell be shut contin- 
ually before me, because that my heart 
is broken and my spirit is contrite! 
Lord, wilt thou not shut the gates of thy 
righteousness before me, that I may walk 
in the path of the low valley, that I may 
be strict in the plain road! 

Lord, wilt thou encircle me around 
in the robe of thy righteousness! O Lord, 
wilt thou make a way for mine escape 
before mine enemies! Wilt thou make my 
path straight before me! Wilt thou not 
place a stumbling block in my way — but 
that thou wouldest clear my way before 
me, and hedge not up my way, but the 
ways of mine enemy. 

O Lord, I have trusted in thee, and I 
will trust in thee forever. I will not put 
my trust in the arm of flesh; for I know 
that cursed is he that putteth his trust 
in the arm of flesh. Yea, cursed is he 
that putteth his trust in man or maketh 
flesh his arm. 

Yea, I know that God will give liber- 
ally to him that asketh. Yea, my God 
will give me, if I ask not amiss; there- 
fore I will lift up my voice unto thee; 
yea, I will cry unto thee, my God, the 
rock of my righteousness. Behold, my 
voice shall forever ascend up unto thee, 
my rock and mine everlasting God. Amen. 

—2 Nephi 4:16-35. 

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For there are many yet on the earth among all sects, parties, and 
denominations . . . who are only kept from the truth because they 
know not where to find it. 


A booth at a state fair stirred our hopes and our 
desire to know more about Mormonism; and a series 
of discussions with the elders was the means of . . . 

". . .Conf irming 
Our Hope" 

by Walter S. Mains 
This is the story of one family's conversion. 

Late on the night of April 7 this year I was 
aroused from sleep to answer a telephone call. My 
wife was in Salt Lake City helping our elder daugh- 
ter, Marilyn, finalize wedding plans. I had a choked- 
up feeling as I listened to Marilyn pour out her heart 
in gratitude to me for having led our family into the 
Church. My wife and daughter had just returned 
from a temple session where Marilyn received her 
endowments. After the phone call I spent several 
hours recalling the events that had brought our fam- 
ily into the Church, and I thanked my Heavenly 
Father for the testimony each member of our family 
possesses. Marilyn's response to the Gospel is typi- 
cal of the faith shared by our other three children — 
Elaine, 19, Bradley, 16, and Alan, 14. To sit in a 
fast and testimony meeting and hear your entire 
family give solemn testimony to the truth of this 
Gospel is enough to bring tears of joy to your eyes 
over and over again. 

The Beginning of Hope and Faith 

The Book of Mormon was explained to me seven 
years ago. While attending a state fair several hun- 
dred miles from home, I was attracted to a booth 
displaying the Book of Mormon story. An elder in 
the Reorganized church related the history of the 

(For Course 7, lessons of November 5 and December 14, "Family 
Finds Joy in Gospel Understanding" and "Sharing Church Partici- 
pation with the Family Brings Joy"; for Course 9, lesson of October 
22, "The Gospel — a Plan for Right Living"; for Course 15, lesson of 
October 15, "In the Service of the Lord"; for Course 25, lesson of 
November 19, "Ye Shall Know of the Doctrine"; to support family 
home evening lessons 9, 10, and 11; and of general interest.) 

book, then told me that several missionaries would 
call at my home for further teaching. However, a 
year and a half went by, and none came. Yet, hope 
and faith in the truth of the Book of Mormon 
was the beginning of a new life for me and my fam- 
ily. Assuming it was the Mormon Church that had 
aroused my interest, I read and reread my only 
source of information about this organization: the 
encyclopedia. In the summer of 1962, planning a 
vacation trip to Salt Lake City was my chief ob- 
jective, for I wished to expose the whole family to 

My wife's reaction to the Temple Square tour 
was to join with me in eagerness to learn more 
about the Mormon Church. It seems that our experi- 
ences that day established in us, as parents, a unity 
of faith which was to lead our family into member- 
ship in the Church. The story of our growing faith 
and conversion is one of continuing faith and dedi- 
cation to the Gospel of Jesus Christ by every mem- 
ber of our family. 

"Precept Upon Precept" 

After we returned from our vacation, several 
weeks elapsed before we contacted the local repre- 
sentatives of the Church and learned where they 
met to worship. Then we discovered that we did not 
live in the district of those we had contacted, but 
our names were referred to missionaries in our area. 
Several weeks of waiting followed. When two young 
men finally appeared at our home, it was because a 
Church member forwarded to the missionaries a 
newspaper item stating that we had visited in Salt 
Lake City. And so, after keeping faith alive for 
two years, we finally began to leam systematically 
of the Church teachings from Elders Glen Christen- 
sen and Randall Keetch. Their straightforward an- 
swers to our questions and their strong testimonies 
inspired us to continue our investigation. After each 
of their visits to our home, we read and discussed 
the Church pamphlets with our children. I cannot 
recall ever trying to disprove anything; I only tried 
to discover whether or not what we learned was 
really true. Our discussions usually ended in suppli- 
cation to our Heavenly Father to reveal the truth 
to us. By the time the missionaries arrived to lead 



each new discussion, all of us seemed to have a 
testimony of the truth of the preceding one. I know 
now the meaning of the scripture: 

For he will give unto the faithful line upon line, 
precept upon precept . . . here a little, and there a 
little; giving us consolation by holding forth that 
which is to come, confirming our hope! (Doctrine 
and Covenants 98:12; 128:21.) 

Examples of Faith 

Traditionally our family had believed in God. 
Many of our ancestors were recognized leaders in 
protestantism, but none of our family had known a 
soul-satisfying Christian experience until we received 
testimonies that this was the true Church of Jesus 
Christ. My wife and I prayed that we would not 
change the course of our posterity unless it was God's 
will. The concern we held for our children must have 
been indicative of the concern our Father in heaven 
has for us. As our baptism date drew near, all 
doubts were dispelled and a great peace of mind filled 
our souls; all six of us were united in faith and pur- 

Our children have since told us that they watched 
us closely from the first discussion to see what our 
true reactions were. Our faith sparked their interest. 
What a blessing it is to know that the example of our 

faith has been the means of rewarding them with 
untold joy and happiness, especially through their 
teen years when all around we see frustrated, mis- 
guided youth who could so easily be led into a richer 
Christian life by their parents' example of faith! It 
was faith in the Lord Jesus Christ, the first prin- 
ciple of the Gospel, that brought about our family's 

Family Church Activity 

The Walter S. Mains family have been active members of 
the York [Pennsylvania] Branch in the Eastern Atlantic 
States Mission. Walter has served as branch president for 
three and one half years of his five-year membership and 
is now a member of the district council, elders quorum 
president, and genealogy advisor in the Susquehanna Dis- 
trict. Helen was branch Relief Society president and dis- 
trict YWMIA president. She is now teaching the Adult 
Study class in MIA, as well as a class in Junior Sunday 
School, singing with the branch and district choirs, and a 
visiting teacher for Relief Society. Marilyn (now Mrs. 
Kenneth McAllister of Los Angeles, California) held count- 
less jobs both in the York Branch and in the Brigham 
Young University 40th Ward. She has never declined a 
call even though calls came in multiples. Elaine, a junior 
at BYU, was released from seven Church callings when 
she left for college at the age of 16. Bradley, a priest, was 
the first in the Susquehanna District to receive a Duty to 
God award. Alan is a Life Scout working for Eagle rank. 
He has two Aaronic Priesthood certificates. This family was 
named "All Star Family" of central Pennsylvania in 1963. 

Library File Reference: CONVERSIONS AND CONVERTS. 

The Walter S. Mains family. Front row, Walter and Helen 
Mains; back row, I. to. r., Marilyn, Elaine, Bradley, Alan. 

OCTOB ER 1967 


"Out of small things proceedeth that which is great." 
And the development of leadership potential follows 
a standard pattern, for the Lord has said that all 
who would succeed in His work must give to it: 



by William Grant Bangerter* 

Eight years ago Elder Hardin stepped off an 
airplane in South America, having travelled 10,000 
miles to preach the Gospel. His outstanding quali- 
ties seemed to be a broad, toothy grin, a bulldog 
haircut, and a feeling that he had just left his 
mother for the first time. He was barely 20 years 
old, he had never done any but farm work, he was 
short, and he could not speak the language. The 
mission president and his wife can be excused for 
thinking to themselves: "This work would be hope- 
less if it were not for the Spirit of the Lord." 

(For Course 7, lesson of October 29, "Church Activities Make Us 
Happy"; for Course 9, lesson of October 14, "Great Gifts of the 
Gospel"; for Course 13, lesson of December 3, "The First Disciples"; 
for Course 15, lesson of November 19, "Peter Proves His Worth"; 
for Course 17, lessons of October 8 and December 17, "In the Valley 
of Lemuel" and "Nephi Instructed the People"; for Course 25, lesson 
of October 15, "Create in Me a Right Spirit"; for Course 27, lesson 
of October 29, "Mortal Probation"; to support family home evening 
lesson 6; and of general interest.) 

* William Grant Bangerter has served in the Brazilian Mission 
twice — as a missionary (1939-1941) and as president (1958-1963). He 
has served as teacher, MIA superintendent, Aaronic Priesthood advi- 
sor, bishop, and stake president. Currently he is a member of the 
Priesthood Home Teaching Committee and Brigham Young Univer- 
sity Parents Committee. Brother Bangerter attended BYU and grad- 
uated from the University of Utah with honors (A.B., 1948). 
Members of the Granger 17th Ward, Granger (Utah) Stake, Brother 
Bangerter and his wife (Geraldine Hamblin) have 10 children. 

Two Years Later 

Two years later Elder Hardin was presiding in 
a leadership seminar for all the supervising elders 
of the mission. He was a counselor to the mission 
president. He had taught the Gospel to thousands 
of people. He spoke their language fluently. Scores 
had been convinced that he taught the truth, and 
they had submitted themselves for baptism at his 
hands. He and his companion had presided over a 
branch of the Church hundreds of miles from any 
other members. He had taught in Sunday School 
and Primary, MIA and Relief Society, and had spok- 
en before large congregations of members and in- 
vestigators. Now, as he gave clear and effective 
instructions to other outstanding and proven young 
men on how to lead people to light and truth and 
gain their active response, a professor of psychology 
could not have done better. In his hands resided the 
leadership which directed 150 other missionaries as 
they carried the Gospel to a nation of 75 million 

Yes, it was easy to see that here stood a leader in 
the Church. His actions and his countenance re- 
vealed assurance. Now we could see something which 
was formerly hidden — power and action, in place of 
undeveloped, dormant talent. He told them of his 
experiences with fasting and prayer. He told them 
of his effort to work and follow the rules when his 
companions wanted to quit, or play, or loaf, or sleep. 
He revealed how he found ways to draw the atten- 
tion of those who were not interested, and how 
they now loved him for the message of life he brought 
to them. 

He Keeps on Course 

Today Elder Hardin has a lovely wife and three 
fine sons. He is finishing a difficult course in col- 
lege at great personal sacrifice. However, he and his 
family are extremely happy, and the tempests and 
earthquakes of life do not unsettle him. He keeps 
on course. He is president of his elders quorum. He 
has never "gone off" his mission. 

Of course, the Lord knew it all along, but only 
after a process of development could we mortals 
see that this religious leader was of sterling character. 
Faith, obedience, hard work, study, prayer, love for 
people, virtue, godliness, humility, diligence; these 
are among the qualities which made our elder what 
he has become — a noble and great soul. 

Elder Hardin's rise from obscurity has a parallel 
in the lives of nearly all others whom the Lord has 
called to fill positions of Church leadership. At one 
time four living members of the Council of the 
Twelve — Elders Harold B. Lee, Ezra Taft Benson, 
Albert E. Bowen, and Matthew Cowley — were all 



from the same county in southern Idaho. Their 
background was simple, rural, and humble. In other 
periods of time this story would sound a little like 
the humble beginnings of Joseph Smith, or of Peter, 
of King David, or of Moses. In each case their rise 
to prominence began with the first requirement: 

. . . Out of small things proceedeth that which 
is great. Behold, the Lord requireth the heart and 
a willing mind; and the willing and obedient shall 
eat the good of the land of Zion in these last days. 
(Doctrine and Covenants 64:33, 34.) 

Obedience and Faithfulness 

The reason for growth toward leadership seems 
to lie more in attitude than ability. Nephi was with- 
out experience when he was told by command of the 
Lord to return to Jerusalem and bring back the 
sacred records. His leadership began with his atti- 
tude when he made this declaration, "I will go and 
do the things which the Lord hath commanded." 
(1 Nephi 3:7.) Later, when his brethren would have 
given up, he fortified them by saying, "Let us be 
faithful in keeping the commandments of the Lord." 
(1 Nephi 3:16.) 

Obedience and faithfulness have been among the 
foremost qualities of all great men of God since the 
beginning of time. Since all members are expected 
to give of themselves in leadership, He asks first 
for "the heart and a willing mind." Building on this 
foundation, leaders can be developed under the in- 
fluence of the Holy Spirit. 

Now the Lord does not work a miracle while the 

potential leader does nothing. Before a leader is ap- 
pointed, he is under commandment as a member of 
the Church to prepare himself for service. This prep- 
aration begins in childhood, in many activities, and 
through training in the priesthood and auxiliary or- 
ganizations that assist faithful parents in devel- 
oping the lives of the children of God. Thus, the 
Lord does not start with "nothing" as He calls a 
leader. Rather, the potential is there, waiting to be 
guided and further developed. Once a leader has 
accepted a call, he is at a new beginning in his train- 
ing. The "willing mind" will require him to reach 
out for greater knowledge and ability. 

Examples in Leadership 

After twenty years or so Joseph Smith was no 
longer an unschooled boy. He probably was the fore- 
most thinker of his generation. Peter, after three 
years, was no longer a rude fisherman, but one of the 
greatest prophets of all time. David, the shepherd 
boy, became a king of power and majesty; Moses, a 
worker of miracles and a fountain of wisdom. 

The lesson is clear: "The heart and a willing 
mind" are the beginning. Afterward it is required 
to continue in ", . . faith, virtue, knowledge, tem- 
perance, patience, brotherly kindness, godliness, 
charity, humility, diligence." (Doctrine and Cove- 
nants 4:6.) 

Not all missionaries are like Elder Hardin. The 
difference is apt to lie in the answers to the ques- 
tions: Are you willing? How is your heart? 

Library File Reference: LEADERSHIP. 


Once a father and his son went mountain climb- 
ing. There were some steep and dangerous places on 
the path they chose. As they were climbing one of 
these treacherous places, someone called out to the 
little boy, "Do you have a good hold on your father, 

The little lad replied, "No, but he has a good 
hold on me." This exemplifies a significant truth. 
If I depend upon my grip on the Father for security, 
I will be likely to stumble and fall. The thing that 
keeps me going is the knowledge that my Father has 
a good grip on me. 

— Robert V. Ozment in But God Can 
(Fleming H. Revell Company) . 

Many things in the Bible I cannot understand; 
many things in the Bible I only think I understand; 
but there are many things in the Bible I cannot 

— Anonymous, quoted in The Encyclopedia of 
Religious Quotations (Revell) 


At the lowest moment of his despair, William 
Cowper rode over London looking for the river into 
which he had planned to plunge. Fog was so thick 
that night he rode in the horse-drawn cab for an 
hour or more. Life had run into the short rows of 
meaninglessness, futility, and hopelessness. To end 
it all seemed the better part of valor and wisdom. 
But where was the river? Rebuking the cabbie for 
taking so long to find the river bank, Cowper thrust 
open the door of his cab. Upon doing so, he discov- 
ered that instead of being near the river, he was 
right back at his own doorstep! That did it. Smitten 
by such singular coincidence, he rushed to his room, 
took a quill and paper and penned the lines that 
have cheered millions who have come to disaster: 

God moves in a mysterious way 

His wonders to perform; 
He plants his footsteps in the sea 

And rides upon the storm. 
— Roy O. McClain in If With All Your Heart 
(Fleming H. Revell Company) . 

OCTOB ER 1967 


j : 

4 9 7014 £ 



ALMA 25:16 

by Hyrum L. Andrus* 

In ancient times, the Lord gave rebellious Israel 
the Law of Moses for a divine purpose. The Apostle 
Paul wrote: 

Wherefore the law was our schoolmaster to bring 
us unto Christ, that we might be justified by faith. 
(Galatians 3:24.) 

Israel Given the Law of Moses 

From Adam to Moses prophets taught that the 
Gospel of Jesus Christ was a divine plan by which 
man could be forgiven of personal sins and be sancti- 
fied by divine powers of truth, light, and life so 
that he could bear the presence of God and partake 
of His glory. 1 After having received this sanctifying 
law for Israel, Moses destroyed the tablets upon 
which it was written when he returned from Mount 
Sinai and found the Israelites practicing idolatry. 
He later obtained other tablets. But of the law that 
was written thereon, God said: 

. . . It shall not be according to the first, for 
I will take away the priesthood out of their midst; 

(For Course 11, lesson of January 28, "A Constitution for Israel"; 
for Course 17, lesson of December 31, "Nephi Continued His Instruc- 
tions"; for Course 27, lessons of November 26 and December 10, 
"The Law of Moses and the Gospel" and "The Atonement of Christ"; 
for Course 29, lessons of November 19 and 26, "The Atonement"; 
and of general interest.) 

iSee Hyrum L. Andrus, Doctrinal Commentary on the Pearl of 
Great Price; Deseret Book Company, Salt Lake City, Utah, 1967; 
chapter 9. 

therefore my holy order, and the ordinances thereof, 
shall not go before them; for my presence shall not 
go up in their midst, lest I destroy them. 2 

By means of the Holy Priesthood (that is, by the 
systems of laws, ordinances, covenants, and programs 
that pertain to the Melchizedek Priesthood), man 
may enter the presence of God and partake of His 
glory. The Lord explained: 

Now this Moses plainly taught to the children 
of Israel in the wilderness, and sought diligently to 
sanctify his people that they might behold the face 
of God; 

But they hardened their hearts and could not 
endure his presence; therefore, the Lord in his wrath, 
for his anger was kindled against them, swore that 
they should not enter into his rest while in the 
wilderness, which rest is the fulness of his glory. 
(Doctrine and Covenants 84:23, 24.) 

Therefore God took Moses from their midst, and 

*Hyrum L. Andrus is bishop of BYU 27th Ward, BYU 7th Stake. 
He has served as stake mission president, stake MIA superintendent, 
stake Sunday School board member. He served in East Central 
States Mission (1947-49). His college training was received at Ricks 
College (B.S., 1951), Brigham Young University (M.S., 1952), Syra- 
cuse (New York) University (DSS., 1955). Currently he is professor 
of scripture at BYU and has written several books on doctrinal 
subjects. His wife is the former Helen Mae Hillman; they have 
three sons and live in Pleasant View Ward, East Sharon Stake. 

2 Joseph Smith's Inspired Revision of the Bible, Exodus 34:1. 



the Holy Priesthood also; but the Aaronic Priesthood 
continued, through which the people were given the 
preparatory Gospel 3 and the Law of Moses. 

The Symbolism of Sacrifice 

In the Law of Moses, the practice of offering 
sacrifice was expanded; and because sacrifice was 
symbolic of Christ's atonement, the Law was re- 
ferred to as a "schoolmaster" to bring Israel unto 
Christ. (See Galatians 3:24.) The relationship of 
blood sacrifice to the atonement of Christ was ex- 
plained to Adam by an angel who said: 

. . . This thing is a similitude of the sacrifice of 
the Only Begotten of the Father, which is full of 
grace and truth. (Moses 5:7.) 

Nephite Teachings Concerning the Law of Moses 

Being a branch of Israel, the Nephites kept the 
Law of Moses. (See 2 Nephi 5:1.0.) Yet they knew 
that the Law was given because "the Lord God saw 
that his people [the Israelites] were a stiffnecked 
people." (Mosiah 3:14.) They also understood that 
the intent of that law was to lead men to Christ. 
Nephi wrote: 

Behold, my soul delighteth in proving unto my 
people the truth of the coming of Christ; for, for 
this end hath the law of Moses been given; and all 
things which have been given of God from the be- 
ginning of the world, unto man, are the typifying 
of him. (2 Nephi 11:4 ) 

Alma also taught that "the law of Moses was a 
type" of Christ's coming (See Alma 25:15); to 
Abinadi, it was "a shadow of those things which are 
to come." He therefore declared that salvation came 
not by the Law of Moses, but "through Christ." 
(Mosiah 16:14, 15.) Said he: 

. . . Were it not for the atonement, which God 
himself shall make for the sins and iniquities of his 
people . . . they must unavoidably perish, notwith- 
standing the law of Moses. (Mosiah 13:28.) 

Nevertheless, Alma explained: 

. . . The law of Moses did serve to strengthen their 
faith in Christ; and thus they did retain a hope 
through faith, unto eternal salvation, relying upon 
the spirit of prophecy, which spake of those things 
to come. (Alma 25:16.) 

A classic statement concerning the Law's relation- 
ship to Christ was made by Jacob: 

3 The preparatory Gospel consists of faith in the Lord Jesus Christ, 
repentance from all sin, and baptism by immersion for the remission 
of sins. 

. . . They [the ancient prophets before his day] 
believed in Christ and worshiped the Father in his 
name, and also we worship the Father in his name. 
And for this intent we keep the law of Moses, it 
pointing our souls to him; and for this cause it is 
sanctified unto us for righteousness, even as it was 
accounted unto Abraham in the wilderness to be 
obedient unto the commands of God in offering up 
his son Isaac, which is a similitude of God and his 
Only Begotten Son. Wherefore, we search the 
prophets, and we have many revelations and the 
spirit of prophecy; and having all these witnesses 
we obtain a hope, and our faith becometh un- 
shaken. . . . (Jacob 4:5, 6.) 

The Law versus the Gospel 

Though the Law of Moses was a system of 
rituals and ordinances typifying Christ, it is only in 
Jesus that divine power is manifested to sanctify 
man. Because his people had partaken of the divine 
powers of truth from Christ, Nephi wrote: "Where- 
fore the law hath become dead unto us, and we are 
made alive in Christ because of our faith." (2 Nephi 
25:25.) He then observed: 

. . . We speak concerning the law that our 
children may know the deadness of the law; and 
they, by knowing the deadness of the law, may look 
forward unto that life which is in Christ, and know 
for what end the law was given. ... (2 Nephi 25:27.) 

The word of the Lord in the Gospel is life. Jesus 
said: "The words that I speak unto you, they are 
spirit, and they are life." (John 6:63.) Again: "He 
that followeth me shall not walk in darkness, but 
shall have the light of life." (John 8:12.) It is 
therefore written: 

. . . The law was given through Moses, but life 
and truth came through Jesus Christ. 

For the law was after a carnal commandment, to 
the administration of death; but the gospel was 
after the power of an endless life, through Jesus 
Christ. . . . 4 

The Modern Challenge 

Although the Law of Moses has long since been 
fulfilled and the Gospel has been restored in modern 
times, the people of God must always differentiate 
between the outward forms of the divine program 
and the inward powers of the Holy Spirit. They 
must see the difference between the means and the 
end. The end to be achieved is for man to establish 
a living spiritual union with Christ — to attain the 
blessings of the Holy Spirit until he is sanctified in 
truth and, in the resurrection, glorified in Christ. 

*Joseph Smith's Inspired Revision of the Bible, John 1:17-18. 
Library File Reference: LAW OF MOSES. 



Titles and Dates of Sunday School Lessons by Courses 

2ND QUARTER 1967-68 


Course No. 3 

Gospel Lessons 


Little Ones* 

Course No. 5 

Growing in 

the Gospel 

Part 1* 

Course No. 7 

Living Our 


Part 1* 

Course No. 9 
What It Means 

to Be a 
Latter-day Saint 

Course No. 1 1 

Old Testament 


Course No. 13 
The Life 
of Christ 


AGES -1967-68 





10, 11 

12, 13 

Date of Lesson 

We Love 

Each Other 


Jesus Showed 

Us How To Love 

One Another 


"Sharing Church 
Participation With 

the Family 
Brings Joy" (14) 

A Latter-day Saint 

Obeys the 

Word of Wisdom 


Joseph in a 

Strange Land 


The First 




We Love Our 

Friends and 



Love Makes Us 

Want to Share 


"The Family 

Is Eternal" 


A Latter-day Saint 

Is Prayerful 



the Forgiving 



"My Father's 

House Is a 

House of Order" 



How We Show 

Our Love 


Our Heavenly 

Father Loves Us 


What Is 



A Latter-day Saint 

Is a Peacemaker 


Israel in Egypt 

At Jacob's Well 


Christmas Is a 

Happy Time 


We Show Our 

Love When We 

Are Kind 




Christmas, a Time 

for Loving and 






How Our 

Heavenly Father 

Showed His Love 


Heavenly Father 
Planned for 
Families To 

Pay Tithing (10) 

Why We 

A Latter-day Saint 
Is Reverent 



Rejected by 

His Own 



Our Baby 

Heavenly Father 
Planned for 
Families To 

Help Others (11) 

How to Pray 

A Latter-day Saint 

Is Truthful 

and Trustworthy 


The Preparation 

of Moses 


Jesus Finds 

a New Home 




People's Babies 


Heavenly Father 

Planned for 

Families To Observe 

Word of Wisdom (12) 

When to Pray 

A Latter-day Saint 

Is Self-reliant and 

Has Self-control 



the Hard-hearted 


The Sermon on 

the Mount 




Animal and 

Bird Babies 


Heavenly Father 
Planned for Families 
To Help Build Places 

of Worship (13) 

Church Prayers 

A Latter-day Saint 

Is a Worker 

and Is Helpful 


A Nation in 

God's Hands 


The Miracles 

in Galilee 



The Baby Jesus 


We Pray to Our 
Heavenly Father 
in the Name of 
Jesus Christ (28) 

Joseph Smith's 

Family and 

Early Life 


A Latter-day Saint 

Is Obedient 

and Cheerful 


A Constitution 

for Israel 


The First 





Individual Prayers 


There Are 

Many Times 

When We Pray 


A Boy's 

Prayer is 



A Latter-day Saint 

Shares and 

Is Thoughtful 


The First 

and Second 



John the Baptist 



Family Prayers 


Our Heavenly 

Father Answers 

Our Prayers 


The Angel 

Moroni Appears 

to Joseph Smith 


A Latter-day Saint 

Is Kind 


The Third 

and Ninth 



The Return of 

the Missionaries 



The Blessing 

on the Food 


Sunday Is the 

Sabbath Day 


Joseph Smith 

Sees the 
Gold Plates 


A Latter-day Saint 
Is Loyal 


The Fourth 



Dark Clouds 


Prayers at 

Sunday School 



The Sabbath Is 

the Lord's 

Special Day 


Joseph Receives 


Gold Plates 



The Fifth 






* Junior Sunday School lessons have been rearranged for more effective presentation at 
appropriate times of year. Enrichment in The Instructor will be planned to support 
lessons as outlined above. 



Titles and Dates of Sunday School Lessons by Courses 

2ND QUARTER 1967-68 

Course No. 15 

Church of 
Jesus Christ in 
Ancient Times 

Course No. 17 

Life in 

Ancient America 

Course No. 19 

The Gospel 


Course No. 23 


Course No. 25 

Family Home 


Course No. 27 

Messages for 


Course No. 29 

The Articles 

of Faith* 

14, 15 

16, 17 

18, 19, 20, 21 



Gospel Doctrine- 

Gospel Essentials- 


the Martyr 



a Statesman 


Christianity of the 

Nineteenth Century 


Teaching about 

Persons and 

Their Qualities 



The Gospel from 

the Beginning 






A Great 



Christianity of the 

Nineteenth Century 



Teaching About 

Inner Feelings 

of People 


Gifts That 

Can't Be Wrapped 


The Atonement 

of Christ 



A Roman Soldier 

Turns Christian 


Nephi Instructed 

the People 


True Teachings of 

Christ Restored 


Teaching about 

Objects and 



The First Christmas 


The Atonement 
of Christ 








Teaching Ideas 

Involving the 

Physical World 





On the Road 

to Damascus 


Nephi Continued 

His Instructions 


True Teachings of 

Christ Restored 



Teaching Gospel 



Look for the Beam 


The Resurrection 

of Christ 



The Roman Empire 

Life and 

Teachings of 



The Priesthood 

Is Restored 



Lesson Content 


Do Not 

Sound a Trumpet 


The Gift of Mercy 


Life in the 

Roman Empire 


Completion of 

the Small Plates 


The Priesthood 
Is Restored 



Using a Plan 

Return Unto Me 

Servants of God 

Mode of Baptism 

From Damascus 

to Antioch 


King Benjamin 

Latter-day Saint 

Contributions to 


of God (19) 

Extending Lessons 

Beyond Classroom 


Turn Around and 

Face the Light 


Faith in 

Jesus Christ 


Baptism for the 

Dead; Temples 



First Mission 


In Bondage 


Latter-day Saint 

Contributions to 

Understanding of 

God (cont) (20) 


Aid Learning 


I'm Sorry 


The Holy Ghost 

Gentiles Given the 

Right Hand of 



King Noah 

and Abinadi 




Class Members 


Redressing Wrongs 

The Covenant of 



The Sacrament of 

the Lord's Supper 



From Bondage 

to Freedom 



Concerning Eternal 

Nature of Man 


and Control 


to Family Fun 


The Gift of the 

Holy Ghost 



in the Ministry 


Paul in Macedonia 

and Greece 


The Church 



Concerning Eternal 

Nature of Man 

(Continued) (22) 

Teaching To 

Develop Love 


A Promise 
To Be Kept 


The Sacrament 

Foreordination and 



Paul Appeals 
to Caesar 


America a Cradle 

of Democracy 


New Light upon 

Relationship of Man 

to God 





What is Humility? 


Law of Eternal 


Numbers in parentheses are manual lesson numbers. 
Note: Lesson outlines for southern hemisphere, beginning March 3, 1968, will be printed and mailed separately. 



lie itemmt 

AIM: To show that Christ's atonement overcame the effect of Adam's 
transgression and provided the means whereby man's personal sins 
may be forgiven and exaltation gained in God's presence. 

Jesus instituted the sacrament in remembrance of His atoning sacrifice 

A. Jesus celebrated the Passover with the 
apostles. Luke 22:19-20 

B. Jesus had taught His disciples that He was 
to suffer and be killed, but they did not 
understand. Matthew 16:21, 22. 

C. Jesus explained to His disciples that He 
would go to Jerusalem and be killed. 

Matthew 20:17-19. 

The mother of Zebedee's children contend- 
ed for a place of honor for her sons. 

Matthew 20:20-23. 

Jesus explained the requirements of leader- 
ship and His own purpose as the Messiah: 
"Even as the Son of man came not to be 
ministered unto, but to minister, and to 
give his life a ransom for many." 

Matthew 20:28. 

il. Jesus gave His life as a ransom for many because He was the only one who could do so. 

A. Because of Adam's transgression man was 
banished from God's presence, and physi- 
cal death came upon him. 

1. Adam and Eve were placed in the Gar- 
den of Eden. Moses 3:8. 

2. They were commanded not to eat of the 
tree of knowledge of good and evil, but 
they were given the right to choose. 

Moses 3:16, 17. 

3. Eve was tempted by the serpent in the 
Garden and ate of the fruit. Adam also 
partook. Moses 4:6-12. 

4. They were driven from the Garden. 

Moses 4:29-31. 

5. God commanded them to offer sacri- 
fice. Moses 5:5. 

6. An angei appeared to them and ex- 
plained the reason for offering sacrifices, 
and then promised them redemption. 

Moses 5:6-10. 

These were the main results of Adam's 

1. The transgression brought physical 
death upon man. Moses 3:17; 4:25. 

2. It banished man from God's presence 
(spiritual death). Alma 42:9 

3. Sin came into the world, and Satan be- 
gan to tempt man. Moses 5:13. 

a. Adam and Eve give explanation. 

Moses 5:10, 11. 

C. Man was unable to redeem himself from 
the effects of the fall. 

1. The commandment and results of break- 
ing it were specific. Alma 42:11, 12. 

2. The penaity for violation of the com- 
mandment was prescribed. Alima 42:18. 

3. Man was powerless to overcome the 
effects of the transgression; an irrevocable 
-physical change had come over his body, 
making him subject to mortality. 

4. A strict and unmerciful execution of 
judgment would have banished man from 
the presence of God forever. Alma 42:9. 

5. Justice was tempered with mercy, and 
a Savior was provided on conditions of re- 
pentance. Alma 42:15. 

6. Samuel the Lamanite prophesied con- 
cerning the purpose of Christ's death. 

Helaman 14:13-18. 

7. Punishment provided by man's laws is 
sometimes tempered with mercy upon re- 

a. Parole, probation, and pardons are 
available under state and federal laws. 

D. The atonement was a vicarious sacrifice. 
The effects of the fall of Adam are removed 
from man without any effort on his part, 
so far as the resurrection is concerned. 

1. As in Adam all die, so in Christ shall 
all be made alive. I Corinthians 15:9-23. 



2. Disobedience by one man brought about 
the need for a divine sacrifice. 

Romans 5:6-19. 

3. No mortal could do anything to counter- 
act the effects of the transgression that had 
brought death. 

4. We have no way of knowing exactly how 
the resurrection is accomplished by the 

5. Christ, being of an immortal Father and 
mortal mother, had the power to bridge the 
gap between mortality and immortality and 
prepare the way for all to follow. 

6. His atonement was a willing sacrifice — 
no man could take His life. 

a. The miraculous powers He demon- 
strated were evidence that He could 
have overcome His persecutors if He 
had wished to do so. 

b. He had the power to lay down His 
life and take it up again. 

John 10:17-18. 

E. The atonement required of the Savior great 
personal suffering. He took upon Himself 
the sins of the world and paid the penalty 
exacted of them. 

1. In the Garden of Gethsemane Jesus' 
plea was, "If it be possible, let this cup pass 
from me: nevertheless not as I will, but 

as thou wilt. 

Matthew 26:39. 

2. He suffered that we might not suffer if 
we will repent. 

Doctrine and Covenants 19:16-18. 

3. An angel explained to King Benjamin 
the suffering of Christ and the atonement. 

Mosiah 3:5-7. 

F. Our individual sins are blotted out through 
the atonement if we will repent. 
1. The extent of our forgiveness is de- 
pendent upon our own actions. 

III. The fall and the atonement were part of a master plan, and not the result of a victory by Satan 


Satan "knew not the mind of God." 

Moses 4:6. 

Eve gave explanation of need for the fall. 

Moses 5:11. 

An angel revealed to Joseph the mission 
of Jesus. Matthew 1:20, 21. 

Christ was foreordained before the founda- 
tions of the earth were laid. I Peter 1:18-20. 

E. Jesus was "the Lamb slain from the foun- 
dation of the world." Revelation 13:8. 

F. The atonement was prepared from the 
foundation of the world. Mosiah 4:6-7. 

(For Course 17, lesson of December 10, "A Great Con- 
ference"; for Course 25, lesson of December 10, "Gifts That 
Can't Be Wrapped"; for Course 27, lessons of December 10 
and 17, "The Atonement of Christ"; for Course 29, lessons 
of November 19 and 26, "The Atonement"; and of general 
Library Pile Reference: JESUS CHRIST— ATONEMENT. 


1. The fall of Adam brought physical and spiritual death and opened the 
way for sin and temptation to enter the world, but it also gave man 
the power to discern between good and evil and the right to choose 
his own path. 

2. The descendants of Adam did not have the power to redeem them- 
selves from the effects of the fall. 

3. A Savior — a sinless God — was provided and brought into mortality. 
His vicarious suffering and death satisfied the demands of the broken 
law and provided the way by which both the physical death and the 
effects of man's own sins could be overcome by repentance and obe- 

4. All of this was and is being accomplished according to divine plan 
laid out before the foundations of the world. 

5. This Savior is Jesus Christ. 


-Compiled by Warren E. Pugh. 

Second Class Postage 

Paid at 
Salt Lake City, Utah 



Not long ago my eyes stopped 
on this headline in the Los Angeles 
Times: "Are Summit Conferences 
Worthwhile?" 1 

The article reviewed the eight 
summit meetings between leaders 
of the United States and the So- 
viet Union from 1943 to 1967. 
Some sessions have been attended 
by the British and the French. 

The summit conferences began 
in the midst of World War II, in 
ancient Tehran, in Iran. The par- 
ticipants were Prime Minister 
Winston Churchill of Britain, Pres- 
ident Franklin D. Roosevelt of the 
United States, and Premier Joseph 
Stalin of Russia. 

The latest summit meeting was 
held in Glassboro, New Jersey. 
The principals were President Lyn- 
don B. Johnson of the United 
States and Premier Aleksei N. 
Kosygin of the Soviet Union. 

The author of the Times article 
recalled that a fifteenth century 
French statesman-historian, Phi- 
lippe de Commynes, had advised 
against summit meetings. He had 
written that "two great princes 
who wish to establish good person- 
al contacts should never meet each 
other face-to-face, but ought to 
communicate through good and 
wise ambassadors." 

But in answer to his own ques- 
tion as to whether or not summit 
conferences are worthwhile, the 
Times writer, Tom Lambert, re- 
plied with a cautious "yes." 

(For Course 9, lesson of December 17, "A 
Latter-day Saint Is a Peacemaker"; for 
Course 11, lesson of Octobor 8, "The Selfish- 
ness of Lot"; for Course 13, lesson of Novem- 
ber 19, "Communion in the Desert"; for 
Course 29, lesson of November 19, "The 
Atonement"; to support family home evening 
lessons 6 and 13; and of general interest.) 

!July 2, 1967, page F-l. 

There are summit conferences 
for nations. There are summit con- 
ferences for individuals, too. 

One of the respected men in our 
neighborhood left this week for an 
assignment in South America. He 
probably will be away several 
years. Before he departed he said 
that he was planning a series of 
man-to-man chats. "There are 
some people I have offended. 
There are some with whom I have 
had disagreements. I am planning 
to take them one by one to lunch 
for a good talk." 

That man has been successful in 
business. He is loved and respected 
by us neighbors. Perhaps one of 
the reasons is because he has the 
courage to call a personal summit 
conference with someone with 
whom he has been at odds. 

In my field of advertising, the 
competition sometimes heats up 
excessively. It did just that one 
time during a merchandising cam- 
paign in which I was involved. 
The advertisements were becom- 
ing too bitter. They were beginning 
to hurt both competitors. 

One day a representative of the 
opposing company phoned me. He 
asked to see me. A meeting was 
held. Frank words were spoken. 
No major agreements were reached. 
The competition continued, but on 
a higher plane. That little summit 
conference was worthwhile. 

Many of us have witnessed the 
lessons of wise parents teaching 
their children early the hard but 
rewarding ways of personal sum- 
mit conferences. Ever had a boy 
come to your door with coins in 
hand to pay for a window his ball 

Art by Dale Kilhourn. 

had broken? Or for the bedding 
plants he had trampled during 
backyard maneuvers? 

Remember Esther, the beautiful 
Jewish orphan girl who was chosen 
by the Persian king to be his 
queen? The king did not know she 
was Jewish. Then, through the 
urging of the king's minister, Ha- 
inan, a royal decree went out call- 
ing for the execution of all the 
Jews in the kingdom. 

The king had not called for 
Esther for thirty days, and the law 
was that no one should enter the 
king's inner court without his in- 
vitation, under penalty of death — 
"except such to whom the king 
shall hold out the golden sceptre." 2 

With the lives of her people at 
stake, Esther decided to go to the 
summit, to the king himself. "And 
if I perish, I perish," 3 she said. 

She requested that her fellow 
Jews join her in fasting for three 
days before she went to the king. 
They did. Then she moved into 
the king's inner court. His golden 
sceptre was raised. Esther told him 
she was Jewish, and she appealed 
for the lives of her people. The 
Jews were spared. 

Queen Esther would no doubt 
tell you that summit conferences 
are worthwhile. And they are. 

— Wendell J. Ashton. 

^Esther 4:11. 
s Esther 4:16. 
Library File Reference: HUMAN RELATIONS.